ESS 712

Assignment 1

Maximizing Student Learning

through Social Constructivist
Approach

By. Ulfa Rahmi

211077007

Table of Contents
Introduction ............................................................................................................................................ 1
Defining Social constructivism ................................................................................................................ 1
Benefit of social constructivism in science classes ................................................................................. 2
Example of social-constructivism strategy ............................................................................................. 4
Conclusion ............................................................................................................................................... 5
Reference ................................................................................................................................................ 6
Maximizing Student Learning through
Social Constructivist Approach
Introduction
Nowadays, the growing demand on how to make students scientifically literate is becoming
more and more important. One of the main reasons why humans need to be scientifically
literate is to improve understanding and awareness of their surroundings and develop
critical thinking skills on the phenomena in the world so that they could make a wise
decision for their health and environment. Due to this demand, teachers, as an active
agent, need to develop a method that could promote a better science learning in which
students could really grasp the science knowledge.

Based on the newest perspectives, a social constructivism, mentioned that students are
learning best when they are in a social situation (Cobb, 1994). Thus, teachers have to be
able to promote a classroom community in which students could construct their knowledge.

This paper will discuss how the social constructivist approach might benefit students in
learning science. Moreover the classroom teaching strategy will be given as an example of
the social constructivist approach.

Defining Social constructivism

There are two major trends that have risen in the last three decades. The first is the view
that knowledge is the result of mental activities which is generally known as constructivism.
In other words, students understand the knowledge by actively constructing their own ways
of knowing by adapting new information with their existing knowledge (Bereiter, 1994;
Cobb, 1994; North Central Regional Educational Laboratory, n.d.). The constructivist
approach is evolved from Piaget which focuses on cognitive processes. Since it analyzes the
process of one’s thinking, this approach involves a conceptual process which is commonly
known as conceptual change (Cobb, 1994). Conceptual change is denoted as a process of
replacing the old concepts to the intended knowledge. It is designed to convince the
students that some situations that they understand are actually misunderstood. In a
conceptual change, students are responsible in constructing their own understanding and it

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is believed that the dissatisfaction with their prior knowledge is the trigger to a conceptual
change. Hence, if the alternative conception which is intelligible, plausible and fruitful is
available, accommodation of the new conception might occur (Duit & Treagust, 2003).
However, the more contemporary perspective on learning would disagree with this view.
They argue that learning not only involves individual cognition but also social processes.

As it argues that knowledge is socially constructed, it leads to the second view, social
constructivism. In this perspective, the knowledge and understanding are constructed when
a person engages socially in activities and conversation about shared problems or tasks
(Driver, Asoko, Leach, Mortimer, Scott, 1994). A social constructivist perspective which is
also known as socio-cultural is derived from Vygotsky’s theory. He stated that ‘Social
interaction plays a fundamental role in the process of cognitive development’ (Learning
Theories Knowledgebase, 2011). He also emphasized that learning could occurs under adult
guidance or peers with more knowledgeable in information which is known as zone of
proximal development (Cobb, 1994).

In science classrooms, socio-cultural implies a form of learning and teaching situation in

which students are fully engaged and find the learning process meaningful for them. By
having this form of situation, students have opportunities to participate in constructing their
knowledge. Of course this will not be succeeded unless teachers could build a classroom
culture that could promote critical and productive inquiries (Beck & Kosnik, 2006). Tytler
(draft in press) mentioned that in order to have quality learning, teachers need to support
the students by giving them activities and creating an atmosphere where students could
interact with their peers and teachers to challenge their thinking in seeking the evidence.
This situation is in line with the social constructivism since interaction could enhance
students’ learning and understanding, therefore students could be scientifically literate.
Moreover, actually, the social constructivist approach is also implemented in science
practice where the scientific knowledge is usually constructed and communicated through
the community or institution of science (Driver et.al, 1994).

Benefit of social constructivism in science classes

As we already know that learning will occur better if only students are exposed in personal
and social construction, teachers should start to shift the way they teach from traditional

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approach–transmissive- to contemporary approach which is more constructivist. Students
are expected to have an active role in learning. The role of the teachers and the students are
then shifted. Here, teachers should work together with the students and act as a facilitator
to making meaning in students’ learning. Therefore learning becomes ‘a reciprocal
experience’ between teachers and students (Learning Theories Knowledgebase, 2011).

A socio-cultural learning which involves a lot of classroom interaction might act as

‘instantiation’ of the schooling in which practice culturally structured. Further, in making
sense of the knowledge, students are ‘appropriating’ the teachers’ explanation and
contribution whereas in the constructivist approach, students will employ the term
‘accommodation and mutual adaptation’ (Cobb, 1994:15).

In using a socio-cultural approach, learning is focused on the types of social engagement

that obviously could enable learners to participate in the activities of the expert (Cobb,
1994). In a classroom for instance, a group discussion will allow the students to express,
generalize and transfer their knowledge which later could influence the ‘low performance’
students to understand the knowledge. The meaning-making of the students is a dialogic
process that involves ‘person in conversation’ in building the knowledge with a more skilled
members scaffolding them (Driver et.al, 1994: 7). As this happens, the low performance
students will ‘appropriate’ the knowledge through their involvement in the activities.
Consequently, by applying more group discussion, students could have a stronger
foundation for conveying ideas verbally. There is evidence from several studies that argues a
discussion has a fundamental role in shaping students ability in testing, synthesizing and
building a deeper understanding in learning. In addition, such discussion which in line with a
social constructivist approach, could increase students ‘motivation, collaborative skills and
the ability of problem solving’ (Wikipedia, 2011).

Another point for fostering social constructivism in a classroom is to make learning more
attractive (Beck & Kosnik, 2006). Since it is more student-centered, students might find
themselves more involved in the learning situation. This approach also considers a student
as a whole person which involves thought, emotion and action. Thus they could express
their self throughout the learning process and they could understand the knowledge easily
as the appropriating process happen. This situation might not occur if we use a transmission

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or lecturing style of teaching and perhaps it could lead to boredom. Brophy (2002 cited in
Beck & Kosnik, 2006) also mentioned that by having a well class community could have a
positive influence in a broadly intended direction. For instance, classroom community-
teachers and peers- could give a strong social and emotional support which later could
enable the learners to take opportunities to enhance their learning.

Example of social-constructivism strategy

To implement a social constructivist approach, teachers must bear in mind not to use a
traditional teaching style such as lecturing. They need to create a classroom community that
supports a participatory environment which could increase students’ opportunity for
interaction and conversation with one another to express and discuss their ideas. If teachers
succeed to develop this community, not only they success to implement a social
constructivist approach but also it could increase students’ performance in developing their
reasoning skills and arguing their ideas in a persuasive and respective ways (Reznitskaya,
Anderson & Kuo, 2007 cited in Wikipedia, 2011).

Furthermore, a constructivist teacher should be able to develop a learning context in which

learners are engaged in interesting activities. Teachers encourage the students and facilitate
learning. This does not mean that the teachers only stand and watch how the students
explore and discover, they might need to scaffold the students as they solve the problems
or tasks, encourage learners to work in groups, and direct them to real life situations.
Therefore, teachers, also peers and others community members of students, facilitate
cognitive growth of the students’ mind (Social constructivist theory, n.d.).

Cooperative Learning
One of the teaching strategies in line with Vygotsky’s theory is cooperative learning.
Cooperative learning is a teaching strategy in which the students are put into a small group
where each member in the group has a different level of competence. In this strategy, each
member of the group is responsible not only for understanding the content being taught but
also helping their group mates learn (Cooperative Learning, n.d.).

Johnson and Johnson (1986 cited in Steakley, 2008) mentioned, students who are
encouraged to learn in a small group would develop a greater critical thinking and have

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longer students’ retention in learning than those students who are working alone. Moreover
it will enhance students' social skills and encourage student self-esteem. By using the
cooperative learning strategy, students will be more productive in solving the problem
rather than to be competitive with others (Cooperative learning, n.d.).

Gillies (2003 cited in Ferguson-Patrick, 2007:3) stated “When children work cooperatively
together, they learn to give and receive help, share their ideas and listen to other students’
perspectives, seek new ways of clarifying differences, resolving problems, and constructing
new understandings and knowledge. The result is that students attain higher academic
outcomes and are more motivated to achieve than they would be if they worked alone”.

From the above statement, clearly, we can say that when students work collaboratively,
they could achieve a better understanding on the knowledge.

The example of class activities that use the cooperative learning framework is ‘think-pair-
share’. Think-pair-share is a strategy involving a three step collaborative structure. In the
first step students are required to think silently about a question given by the teacher. Then
in the second step, they are paired up and exchange thoughts. In the last step, each pairs
share their responses with pairs or to the entire class (Cooperative learning, n.d.). Another
class activity that is currently being used is Jigsaw. Jigsaw is a teaching strategy in which
each students in group is given a different topic, then they are doing research with other
group who has the same topic and later they coming back to their own group to explain
each topic from each member (Wikipedia, 2010). Both of the strategies are reflect the socio-
cultural perspective where the students are expected to build the knowledge through
interaction between peers and also teachers as facilitators.

Conclusion
Due to the demand of preparing the students more scientifically literate and making
meaning of the knowledge, teachers should shift their perspective from a traditional
approach to a constructivist approach. However, since learning not only involves individual
cognition but also social processes, teachers therefore should use a social constructivist
approach which emphasizes social influence in gaining the knowledge. This approach has
proven to be an effective way to enhance students’ performance as it could increase

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students’ cognitive growth as well as their communication skills. The strategy that is
commonly used in classroom is a cooperative learning which encourages students to works
collaboratively. It is believed this strategy will result a good outcome since students will
attain higher academic achievement and are more motivated to reach a good performance.

Reference

Beck, C & Kosnik, C 2006. Innovations in teacher education: A social constructivist approach,
State University of New York Press, New York
Bereiter, CP 1994. ‘Constructivism, socioculturalism, and popper’s world 3’, Educational
Researcher, vol. 23, no. 7, pp. 21-23, from American Educational Research
association, accessed on 24 January 2011.
Cobb, P 1994. ‘Where is the mind? Constructivist and sociocultural perspectives on
mathematical development’, Educational Researcher, vol. 23, no. 7, pp. 13-20, from
American Educational Research association, accessed on 24 January 2011.
Cooperative learning, n.d. accessed on 24 January 2011, from
http://edtech.kennesaw.edu/intech/cooperativelearning.htm
Driver, R., Asoko, H., Leach, J., Mortimer, E. & Scott, P 1994. ‘Constructing scientific
knowledge in the classroom’, Educational Researcher, vol. 23, no. 7, pp 5-12, from
American Educational Research association, accessed on 24 January 2011.
Duit, R & Treagust, DF 2003. ‘Conceptual change: a powerful framework for improving
science teaching and learning’, International Journal of Science Education, vol. 25,
no. 6, pp. 671-688, Taylor & Francis
Ferguson-Patrick, K 2007. ‘Initial understandings and perceptions of cooperative learning: a
case study doctoral project’, AARE 2007 Conference in Fremantle, 25-29 November
2007, University of Notre Dame Australia, access on 25 January 2011 from
http://www.aare.edu.au/07pap/fer07491.pdf
Learning Theories Knowledgebase 2011. Social Development Theory (Vygotsky) at Learning-
Theories.com, accessed on 25 January 2011 from http://www.learning-
theories.com/vygotskys-social-learning-theory.html
North Central Regional Educational Laboratory, n.d. Constructivist learning and teaching
models, accessed on 24 January 2011 from
http://www.ncrel.org/sdrs/areas/issues/envrnmnt/drugfree/sa3const.htm).
Social constructivist theory, n.d. accessed on 24 January 2011 from
http://viking.coe.uh.edu/~ichen/ebook/et-it/social.htm

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Steakley, ME 2008. ‘Advantage, disadvantage, and application of constructivism’, University
of Tennessee at Martin, access on 24 January 2011, from
http://www.slideshare.net/mesteakley/advantages-disadvantages-and-applications-
of-constructivism
Tytler, R draft, in press. ‘Constructivist and socio cultural views of teaching and learning’,
The art of teaching science. In G. Venville & V. Dawson (eds), Perth : Allen and Unwin
Wikipedia, 2010. ‘Jigsaw teaching technique’, access on 25 January 2011, from
http://en.wikipedia.org/wiki/Jigsaw_%28teaching_technique%29
Wikipedia, 2011. ‘Social Constructivism’, accessed on 24 January 2011 from
http://en.wikipedia.org/wiki/Social_constructivism

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