Chapter 9 Social Cognitive and Constructivist Views of Learning:

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Chapter 9Social Cognitive and Constructivist
Views of Learning
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Overview

• Social Processes in Learning
• Social Learning and Social Cognitive Theories
• Constructivism and Situated Learning
• Applications of Constructivist and Situated
  Perspectives on Learning
• Looking Back at Learning

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Concept Map for Chapter 9
Looking Back at Learning
Social Processes in Learning
Personal, Social, and Emotional Development
Social Learning and Social Cognitive Theories
Applications of Constructivist and Situated
Perspectives on Learning
Constructivism Situated Learning
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Social Processes in Learning

• Different meanings for different students
• Learning is a social process
• Observation, dialogue, culture affect learning

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Parents, Peers, and Teachers

• Steinbergs Study of 20,000 adolescents
• 40 are just going through the motions of
  learning
• Parenting styles have an influence on students
  values
• Teacher support is also important

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Learning by Observing Others

• Attention
• Retention
• Reproduction
• Motivation and reinforcement
• Vicarious reinforcement

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Factors That Influence Observational Learning

• Developmental level of learner
• Status and prestige of the model
• Similarity of models
• Vicarious consequences
• Outcome expectations
• Value of the goal
• Self-efficacy

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Observational Learning in Teaching

• Directing attention
• Fine-tune already-learned behaviors
• Strengthening/weakening inhibitions
• Modeling
• Arousing emotions

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Reflection Questions

• Think of a time when you learned something by
  watching another person.
• Analyze the model for status and similarity to
  yourself.
• What was your motivation for learning the new
  behavior?
• Was the learning experience effective for you?
• Why or why not?

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Reflection Question

• Do children learn to be violent from watching TV?
  Use what you know about observational learning
  and modeling to address this question.

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Elements of Reciprocal Determinism
Personal Factors beliefs, expectations attitude
s
Learning Behavior
Environment resources consequences physical
setting
Behavior actions verbal statements choices
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Constructivism and Situated Learning
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Constructivist Views of Learning

• Emphasize the role of the learner
• Psychological/individual constructivism
• Vygotskys Social Constructivism
• Sociological Constructivism How public knowledge
  is constructed

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The Construction of Knowledge

• External influences Accurate mental
  representations of the outside world
• Internal influences New knowledge is abstracted
  from old knowledge
• Combination of external and internal An
  interaction of both influences builds knowledge

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Questions about Constructivism

• Is the world knowable?
• Radical constructivism
• Is knowledge situated or general?
• Situated learning
• Community of practice
• Enculturation
• Transfer general or specific?

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Common Elements of Constructivist Perspectives

• Complex, challenging learning environments and
  authentic tasks
• Social negotiation
• Multiple representations of content
• Making students aware of the knowledge
  construction process
• Student-centered instruction

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Applications of Constructivist and Situated
Perspectives on Learning

• Inquiry and Problem-Based Learning
• Dialogue and Instructional Conversations
• Cognitive Apprenticeships

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Inquiry and Problem-Based Learning

• Teacher presents a puzzling or discrepant event
• Students formulate hypotheses
• Collect data
• Draw conclusions
• Reflect on original problem
• Reflect on the thinking process

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Problem-Based Learning

• Real problems that have meaning for students
• Problems may not have right answers
• Current events, social issues
• Anchored instruction

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Guiding Teacher Thinking about Inquiry-Based
Science Instruction
Guiding Questions and Focus Questions
REPORT Findings (Public sharing)

• ENGAGE
• Claims
• Hypotheses
• Questions

• INVESTIGATE
• Procedures
• Determine
• RELATIONSHIPS

Evaluate EXPLANATION
Prediction
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Instructional Conversations

• Promote learning
• They involve dialogue
• Provide opportunities for scaffolding

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Cognitive Apprenticeships

• Reciprocal teaching
• Cognitive apprenticeships for thinking
• Stand alone programs
• Culture of thinking throughout classes

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Encouraging Critical Thinking

• Using the language of thinking
• Defining and clarifying the problem
• Judging information related to the problem
• Solving problems/drawing conclusions

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Fostering Communities of Learners

• Definition
• a system of interacting activities that results
  in a self-consciously active and reflective
  learning environment (Brown Campione, 1996, p.
  292).
• Heart of FCL is research in order to share
  information in order to perform a consequential
  task

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Looking Back at Learning

• Different view of learning
• No best approach
• Tools for professional decision makin

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Summary

• Social Processes in Learning
• Social Learning and Social Cognitive Theories
• Constructivism and Situated Learning
• Applications of Constructivist and Situated
  Perspectives on Learning
• Looking Back at Learning

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Review Questions

• Distinguish between social learning and social
  cognitive theories.
• Distinguish between enactive and vicarious
  learning.
• What are the elements of observational learning?
• What is reciprocal determinism?
• Describe three kinds of constructivism.

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Review Questions

• In what ways do constructivist views differ about
  knowledge sources, accuracy, and generality?
• What are some common elements in most
  constructivist views of learning?
• Distinguish between inquiry and problem-based
  learning.

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Review Questions

• Describe six features that most cognitive
  apprenticeship approaches share.
• Describe the use of dialogue in reciprocal
  teaching.
• What is meant by thinking as enculturation?
• What do different views of learning add to our
  understanding?