Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Experiment Videos

Social constructivist perspectives on teaching and learning.

A S Palincsar1

  • 1Educational Studies, University of Michigan, 610 East University, Ann Arbor, Michigan 48109-1259, USA. annemari@umich.edu

Annual Review of Psychology
|March 12, 2004
PubMed
Summary

Social constructivism emphasizes co-constructing knowledge through social and individual interactions. This perspective highlights how cultural factors and social learning mechanisms influence cognitive development and educational practices.

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Keeping the metaphor of scaffolding fresh--a response to C. Addison Stone's "The metaphor of scaffolding: its utility for the field of learning disabilities".

Journal of learning disabilities·1998
Same author

Friendship and literacy through literature.

Journal of learning disabilities·1995
Same author

Fostering literacy learning in supportive contexts.

Journal of learning disabilities·1992
Same author

Enhancing instructional time through attention to metacognition.

Journal of learning disabilities·1987

Area of Science:

  • Cognitive Psychology
  • Educational Theory
  • Sociocultural Studies

Background:

  • Social constructivism posits that knowledge is co-constructed via social and individual processes.
  • Reviews the influence of social and cultural factors on cognition.
  • Identifies learning mechanisms from Piagetian and Vygotskian theories.

Purpose of the Study:

  • To review social constructivist perspectives on knowledge co-construction.
  • To examine empirical research applying social constructivist principles.
  • To discuss applications in contemporary educational issues.

Main Methods:

  • Literature review of social constructivist theories.
  • Analysis of empirical research using institutional, interpersonal, and discursive approaches.

Related Experiment Videos

  • Synthesis of findings on learning and cognition.

    • Main Results:

    • Empirical studies demonstrate the utility of institutional, interpersonal, and discursive analyses.
    • Social interactions and cultural contexts significantly shape learning and cognitive development.
    • Social constructivism offers insights into expertise acquisition, assessment, equity, and reform.

    Conclusions:

    • Social constructivist perspectives provide a framework for understanding learning as a social process.
    • The review highlights the applicability of social constructivism to diverse educational challenges.
    • Further research can leverage this perspective for educational innovation and equity.