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What is Social Constructivism
1.
The central idea of
social constructivism
is that human learning is constructed and knowledge is constructed through
social
interaction and is a shared rather than an individual experience (Vygotsky, 1978).
Learn more in: Social Constructivism as a Theoretical Foundation of Cross-Cultural Mentoring for Foreign-Born Faculty
2.
The central idea of
constructivism
is that human learning is constructed and that learners build new knowledge upon the foundation of previous learning. This view of learning sharply contrasts with one in which learning is the passive transmission of information from one individual to another, a view in which reception, not construction, is key. Vygotsky’s
social
constructivist theory can provide adult ESL students with the ability to construct their own meanings by critical thinking.
Social constructivism
is a learning perspective founded on the assumption that learning is focused on learners and promotes their active participation as they manage to construct their own knowledge depending on their own reality.
Learn more in: Role of the Social Constructivist Theory, Andragogy, and Computer-Mediated Instruction (CMI) in Adult ESL Learning and Teaching Environments: How Students Transform Into Self-Directed Learners Through Mobile Technologies
3.
Is a theory according to which that all human knowledge and development is the result of
social
interaction and language use, making it a shared, rather than an individual, experience.
Learn more in: Understanding Persuasion Mechanisms for Effective Communication in Online Educational Environments: Persuade Your Students by Empowering Them!
4.
A view of learning based on
social
collaboration, in addition to experience. It holds that individuals learn when working with others.
Learn more in: Strategies to Maximize Asynchronous Learning
5.
A perspective of learning that emphasizes
social
cognition or learning through interaction with peers.
Learn more in: Cognitive vs. Social Constructivist Learning for Research and Training on the Angoff Method
6.
Knowledge construction that occurs by interacting and engaging with others.
Learn more in: Mobile Technologies for Making Meaning in Education: Using Augmented Reality to Connect Learning
7.
Social constructivism
is a learning perspective founded on the assumption that learning is focused on learners and promotes their active participation as they manage to construct their own knowledge depending on their own reality. Vygotsky’s (1978) AU12: The in-text citation "Vygotsky’s (1978)" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation.
social
constructivist theory stipulates that students acquire the ability to construct their own meanings by critical thinking.
Learn more in: Speech Recognition via IPA-Based Phonetic Data Coding and Analysis: Descriptive Coding, Pattern Coding, and Phonetic Transcription in Phenomenological Research
8.
Is centered on the learner. The learner learns through its representations. The construction of knowledge although personal is carried out in a
social
setting. The context and come from both what we think and what others bring as interactions.
Learn more in: Modeling a New Smart Learning Management System Based on the EML
9.
Constructivist philosophy stressing the importance of
social
interactions in the construction of knowledge.
Learn more in: Blended Learning Primer
10.
A learning theory. Each of us is shaped by our experiences and interactions. Each new experience or interaction is taken into our schemata and shapes our perspectives and behaviour.
Learn more in: Internet Technologies and Language Teacher Education
11.
Extends
constructivism
into
social
settings, wherein groups construct knowledge for one another, collaboratively creating a small culture of shared artifacts with shared meanings. When one is immersed within a culture like this, one is learning all the time about how to be a part of that culture, on many levels.
Learn more in: Context-Free Educational Games: Open-Source and Flexible
12.
Social constructivism
recognizes that knowledge is constructed through
social
interaction and is a shared rather than an individual experience ( Vygotsky, 1978 ).
Learn more in: Teachers as Researchers and Instructional Leaders
13.
Social constructivism
is a theory of knowledge and learning which contends that categories of knowledge and reality are actively created by
social
relationships and interactions.
Learn more in: Designing Cross-Cultural Collaborative Online Learning
14.
A learning theory (attributed to Vygotsky) that suggests that human beings create ‘meaning’ from an educational experience by learning with others.
Learn more in: Behave Yourself!: An Investigation of the Impact of Tutor Behaviour on the Student Experience of Online Distance-Based Learning
15.
Social constructivism
is an educational theory of acquiring knowledge which emphasizes the importance of culture and context in and constructing knowledge.
Learn more in: When Virtual Communities Click: Transforming Teacher Practice, Transforming Teachers
16.
Social constructivism
based on the work of theorists such as Vygotsky, centres on the personal construction of knowledge through
social
interaction.
Learn more in: Cultivation of Leadership in Higher Education Students
17.
The process of co-constructing knowledge through dialogue and interaction with others in the
social
environment.
Learn more in: Inquiry-Based Learning in Action: Theory and Practice in Higher Education
18.
Is centered on the learner. The learner learns through its representations. The construction of knowledge although personal is carried out in a
social
setting. The context and come from both what we think and what others bring as interactions.
Learn more in: Designing an IMS-LD Meta-Model of a New Smart Learning Management System
19.
A learning theory that argues effective learning is promoted by constructing knowledge in groups.
Learn more in: RSS and Syndication for Educators
20.
Social constructivism
is a theory of learning which draws heavily on the work of the Soviet psychologist Lev Vygotsky (1896-1934 AU29: The in-text citation "Lev Vygotsky (1896-1934" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ). It suggests that learners add to and reshape their mental models of reality through
social
collaboration, building new understandings as they actively engage in learning experiences. Scaffolding, or guidance, is provided by teachers or more experienced peers in the learner’s zone of proximal development, that is, the zone between what a learner can achieve independently and what s/he may achieve with support.
Learn more in: Communicative Networking and Linguistic Mashups on Web 2.0
21.
A theory of learning that sets out learning is
social
ly constructed and supported by the use of tools.
Learn more in: Innovative Practices in Primary and Secondary School Learning Environments
22.
Social constructivism
suggests that learners learn concepts or construct meaning about ideas through their interaction with others, with their world, and through interpretations of that world by actively constructing meaning. Learners construct knowledge or understanding as a result of active learning, thinking and doing in
social
contexts.
Learn more in: Active Learning and Its Implementation for Teaching
23.
Lev Vigotysky’s (1978) perspective on how knowledge was developed through active engagement within the
social
context through
social
interactions.
Learn more in: Writing and Young English Language Learners: Identity, Subjectivity, and Agency
24.
Learning theory that states that learners learn best when functioning as a
social
group that collaboratively constructs a shared culture of artifacts with shared meanings.
Learn more in: Course Management Meets Social Networking in Moodle
25.
A theory of learning which argues that individuals learn through the support and collaboration of others ( Vygotsky, 1978 ).
Learn more in: Publishing as Pedagogy: Reflections on Innovating in the Ivory Tower
26.
A learning theory developed by Russian psychologist Lev Vygotsky, which presupposes that students learn through
social
interactions and are active participants in the creation of their knowledge.
Learn more in: Methadone Referrals Demystified: A Client's Journey Into Methadone Treatment – Social Constructivism and the Use of Video-Based Content in Medical Provider Education
27.
A theory of learning which expounds knowledge is constructed through interaction and negotiation among people under
social
cultural environment.
Learn more in: Scaffolding Undergraduate STEM Majors: A Strategic Mentoring Program
28.
Sociological theory of knowledge that applies the general philosophical
constructivism
into the
social
context. According to this theory reality is constructed through human activity, knowledge is a human product and is
social
ly and culturally constructed, individuals create meaning through their interactions with each other and with the environment they live. (Based on Wikipedia).
Learn more in: Cross-Border Collaborative Learning in the Professional Development of Teachers: Case Study – Online Course for the Professional Development of Teachers in a Digital Age
29.
Assigns a leading role to individuals’ activity in the learning process, unlike previous educational theories mostly based on the passive and receptive role of the learner. It also recognizes the great importance of the symbol systems, such as language, logic, and mathematical systems, which are inherited by the learner as a member of a particular culture.
Learn more in: Towards a Framework for Evaluating ICT-Based Materials
30.
Social constructivism
posits that all knowledge develops as a result of
social
interaction and language use, and is therefore a shared and collective, experience rather than an individual one.
Learn more in: Supporting and Facilitating Pedagogical Creativity With Gamification: Democracy, Agency, and Choice
31.
Is centered on the learner. The learner learns through its representations. The construction of knowledge although personal is carried out in a
social
setting. The context and come from both what we think and what others bring as interactions.
Learn more in: Comparative and Evaluative Study of Free Learning Management Systems
32.
Learning through
social
interactions between learners intended by a modification of a previous learning or reorganizing a basic structure.
Learn more in: Digital and Collaborative Work: Winning Couple?
33.
A learning theory that suggests knowledge is built and understood through interactions with one another.
Learn more in: Understanding Culturally Responsive Play Through Drama-Based Pedagogy
34.
Associated with Lev Vygotsky, the theory that all knowledge was mediated through its
social
or cultural context
Learn more in: Pedagogy Reconsidered in a Multimodal Blended Environment
35.
An educational theory based on the principle that learners and teachers coconstruct knowledge through
social
processes.
Learn more in: E-Social Constructivism and Collaborative E-Learning
36.
Social constructivism
believe that a learner’s ability to learn relies to a large extent on what he already knows and understands, and the acquisition of knowledge should be an individually tailored process of construction. Transformative learning theory focuses upon the often necessary change that is required in a learner’s preconceptions and world view.
Learn more in: The Power of Metaphor in Bringing Clarity for Learners in Learner-Centered Design
37.
Founded in principles of
constructivism
, and developed by Lev Vygotsky,
social constructivism
emphasises the collaborative nature of learning.
Social constructivism
emphasises the role of language and culture in cognitive development.
Learn more in: Strategies for Next Generation Networks Architectures
38.
A paradigm or a set of beliefs asserting that reality is constructed mutually and relationally in a sociocultural context, emphasizing multiple ways of knowing and accepting the existence of multiple truths.
Learn more in: Triple Selves at Work: Immigrant Muslim Women Navigating Careers in America
39.
Learning and teaching is a collective process in which we are both teachers and learners at the same time and are thus better able to understand the information we have constructed by ourselves.
Learn more in: Connecting Higher Education Learning Spaces in a Blended Zululand Teaching and Learning Ecology
40.
A learning theory that promotes the concept that learning is
social
and that learning occurs through building upon previous schema/experiences.
Learn more in: Humanizing Online Assessment: Screencasting as a Multimedia Feedback Tool for First Generation College Students
41.
A theory proposed by Vygotsky that emphasizes the critical importance of the
social
context for cognitive development.
Learn more in: Defining Quality Standards, Guidelines, and Strategies for the Delivery of Successful Online Education in a Changing Society
42.
Is centered on the learner. The learner learns through its representations. The construction of knowledge although personal is carried out in a
social
setting. The context and come from both what we think and what others bring as interactions.
Learn more in: State-of-the-Art E-Learning Platforms Intended for Teaching and Learning
43.
A learning theory that foresees that children construct knowledge through their interactions with teachers and peers.
Learn more in: Designing Tools and Activities for Educational Robotics in Online Learning
44.
As a theory of learning,
social constructivism
emphasizes the role of culture and
social
ization in the cognitive development of individuals. Growing up within a human group, the family or a professional community of practice such as professional translators, individuals acquire the cognitive tools and knowledge shared by the community. The cognitive tools individuals get from the community should allow them to construct new knowledge on the basis of knowledge previously acquired.
Learn more in: Translator Education and Metacognition: Towards Student-Centered Approaches to Translator Education
45.
A theory of knowledge according to which learning is
social
ly situated and knowledge is constructed through interaction with others.
Learn more in: Indicators for Cooperative, Online-Based Learning and Their Role in Quality Management of Online Learning
46.
A theory of learning mainly associated with Vygotsky that emphasizes intrinsic learning through
social
interactions.
Learn more in: Inside, Outside, and Off-Site: Social Constructivism in Mobile Games
47.
Is epistemological perspective argues that reality is not a phenomenon waiting to be discovered but is created in a meaningful
social
interaction.
Learn more in: Critical Conceptualization of Women's Entrepreneurship: Reflections on the Turkish Entrepreneurship Ecosystem
48.
Social constructivism
emphasizes the importance of culture and context in the process of knowledge construction. Learning is meant to be a
social
process that occurs when individuals take part in
social
activities. Instructional models based on this perspective stress the need for collaboration among learners and with practitioners in society.
Learn more in: Computer-Mediated Communication Learning Environments: The Social Dimension
49.
A philosophy which argues that learning is a
social
activity and emphasizes that learners should be active participants in the creation of knowledge.
Learn more in: Life Has Equal Worth: Inclusion in High Schools
50.
A theory of how
social
phenomena develops within cultural and specific
social
situations.
Social constructivism
is the product or artifact of each society or civilization.
Learn more in: Lessons Learned from Semiotics: Social and Cultural Landmarks for Transformative Elearning
51.
Social constructivism
is a learning theory according to which, students must construct knowledge through a cooperative process.
Learn more in: Fielduino (Digital Farming): Design of an Open Agricultural Platform
52.
A philosophical position which holds that knowledge is created culturally,
social
ly and within communities.
Learn more in: Caring in the Zone: Fostering Relationships in Virtual Learning Communities
53.
Shares most of Piaget’s views but puts more emphasis on the impact of the
social
context of learning. Lev Vygotsky, the proponent of
social
constructivist theory, stresses that
social
environment plays a crucial role in children’s development and acquisition of knowledge.
Learn more in: Constructing Knowledge through Online Bulletin Board Discussions
54.
Is centered on the learner. The learner learns through its representations. The construction of knowledge although personal is carried out in a
social
setting. The context and come from both what we think and what others bring as interactions.
Learn more in: Educational Modeling of a New Smart Learning Management System
55.
A theory in psychology which suggests that individuals are molded by the society around them, rather than being innately pre-disposed in any one direction.
Learn more in: Bridging the Gulf Between the Campus and Workplace: The Role of English-Oriented Student Bodies
56.
A theory in which an individual acquires new knowledge through
social
engagements.
Learn more in: Knowledge Acquisition in a Hybrid Graduate Teacher Training Program
57.
Constructivism
is an epistemology, a learning or meaning-making theory, which offers an explanation of the nature of knowledge and how human beings learn. It maintains that individuals create or construct their own new understandings or knowledge through the interaction of what they already know and believe and the ideas, events, and activities with which they come in contact (Cannella & Reiff, 1994; Richardson, 1997). Knowledge is acquired through involvement with content instead of imitation or repetition (Kroll & LaBoskey, 1996). Learning activities in constructivist settings are characterized by active engagement, inquiry, problem solving, and collaboration with others. Rather than a dispenser of knowledge, the teacher is a guide, facilitator, and co-explorer who encourages learners to question, challenge, and formulate their own ideas, opinions, and conclusions. “Correct” answers and single interpretations are de-emphasized. http://www.ericdigests.org/1999-3/theory.htm
Learn more in: Mathematics, Computer Mathematical Systems, Creativity, Art
58.
A theory of knowledge that argues that humans generate knowledge and meaning from an interaction between their experiences and their ideas.
Learn more in: The Toolbox: Objects and Tools for Doing Mathematics
59.
A theoretical paradigm which argues that knowledge is constructed by the learner – not transferred by the educator - but that it is shaped in a
social
context, through a process of dialogue, exchange, and collaboration with peers. The educator acts as a facilitator who can, in particular, encourage the learners to collectively progress in their curiosity towards the zone of proximal development – a space of learning which is not familiar to them, but which can be accessed without excessive struggle.
Learn more in: Using UDL in Graduate Programs in Education to Erode Pedagogical Tension and Contradictions: Doing What We Preach
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