Vygotsky social constructivism theory reference
The level of potential development is the level at which learning takes place.
Piaget social constructivist theory Cognitive constructivist theory Social constructivist It comprises cognitive structures that are still in the process of maturing, but which can only mature under the guidance of or in collaboration with others.
Background
View of Knowledge
View of Learning
View of Motivation
Implications for Teaching
Reference
Background
Social constructivism is a variety of cognitive constructivism that emphasizes the collaborative nature of much learning.
Social constructivism was developed by post-revolutionary Soviet psychologist Lev Vygotsky. Vygotsky was a cognitivist, but rejected the assumption made by cognitivists such as Piaget and Perry that it was possible to separate learning from its social context. He argued that all cognitive functions originate in (and must therefore be explained as products of) social interactions and that learning did not simply comprise the assimilation and accommodation of new knowledge by learners; it was the process by which learners were integrated into a knowledge community.
Piaget social constructivist theory: Social constructivist theory is a learning framework which posits that students can best develop their cognitive abilities and construct knowledge by interacting and collaborating with other people, cultures, and society at large.
According to Vygotsky (, 57),
Every function in the child’s cultural development appears twice: first, on the social level and, later on, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts.
All the higher functions originate as actual relationships between individuals.
Vygotsky’s theory of social learning has been expanded upon by numerous later theorists and researchers.
View of Knowledge
Cognitivists such as Piaget and Perry see knowledge as actively constructed by learners in response to interactions with environmental stimuli.
Vygotsky emphasized the role of language and culture in cognitive development.
Social constructivist theory in education peer review article Think back to your time in high school and college. Was there ever a time when you got the basics of a concept when your teacher taught it, but really got a better understanding when you discussed it with your classmates or did a group project? The theory of social constructivism states that knowledge develops from how people interact with others in their immediate environment, in their culture, and with society at large. Accordingly, every conversation that happens between people carries the possibility for each participant to gain new knowledge or expand their existing knowledge. The theory was developed by psychologist Lev Vygotsky inAccording to Vygotsky, language and culture play essential roles both in human intellectual development and in how humans perceive the world. Humans’ linguistic abilities enable them to overcome the natural limitations of their perceptual field by imposing culturally defined sense and meaning on the world. Language and culture are the frameworks through which humans experience, communicate, and understand reality.
Vygotsky states (, 39),
A special feature of human perception … is the perception of real objects … I do not see the world simply in color and shape but also as a world with sense and meaning. I do not merely see something round and black with two hands; I see a clock …
Language and the conceptual schemes that are transmitted by means of language are essentially social phenomena.
As a result, human cognitive structures are, Vygotsky believed, essentially socially constructed. Knowledge is not simply constructed, it is co-constructed.
View of Learning
Vygotsky accepted Piaget’s claim that learners respond not to external stimuli but to their interpretation of those stimuli.
Social cognitive theory This theory diverges from traditional views by suggesting that cognitive development is not merely an individual endeavor but a collaborative one, shaped by the environment and the people within it. Vygotsky posited that learning is inherently social, and through guided interaction, individuals can achieve a deeper understanding of complex concepts. This approach advocates for scaffolding, where support is gradually removed as learners become more competent, fostering independence and critical thinking. By incorporating these principles, educators can create dynamic learning environments that nurture the cognitive and social growth of their students. His emphasis on language as a tool for thought highlights the significance of communication in shaping our understanding of the world.However, he argued that cognitivists such as Piaget had overlooked the essentially social nature of language. As a result, he claimed they had failed to understand that learning is a collaborative process. Vygotsky distinguished between two developmental levels (85):
The level of actual development is the level of development that the learner has already reached, and is the level at which the learner is capable of solving problems independently.
The level of potential development (the “zone of proximal development”) is the level of development that the learner is capable of reaching under the guidance of teachers or in collaboration with peers.
Social constructionist theory
The level of potential development is the level at which learning takes place. It comprises cognitive structures that are still in the process of maturing, but which can only mature under the guidance of or in collaboration with others. Social constructivism is a variety of cognitive constructivism that emphasizes the collaborative nature of much learning. Social constructivism was developed by post-revolutionary Soviet psychologist Lev Vygotsky. Vygotsky was a cognitivist, but rejected the assumption made by cognitivists such as Piaget and Perry that it was possible to separate learning from its social context.The learner is capable of solving problems and understanding material at this level that they are not capable of solving or understanding at their level of actual development; the level of potential development is the level at which learning takes place. It comprises cognitive structures that are still in the process of maturing, but which can only mature under the guidance of or in collaboration with others.
View of Motivation
Whereas behavioral motivation is essentially extrinsic, a reaction to positive and negative reinforcements, cognitive motivation is essentially intrinsic — based on the learner’s internal drive.
Social constructivists see motivation as both extrinsic and intrinsic. Because learning is essentially a social phenomenon, learners are partially motivated by rewards provided by the knowledge community. However, because knowledge is actively constructed by the learner, learning also depends to a significant extent on the learner’s internal drive to understand and promote the learning process.
Implications for Teaching
Collaborative learning methods require learners to develop teamwork skills and to see individual learning as essentially related to the success of group learning.
The optimal size for group learning is four or five people. Since the average section size is ten to fifteen people, collaborative learning methods often require GSIs to break students into smaller groups, although discussion sections are essentially collaborative learning environments. For instance, in group investigations students may be split into groups that are then required to choose and research a topic from a limited area.
They are then held responsible for researching the topic and presenting their findings to the class.
Social constructivist theory in education Lev Vygotsky was a Russian psychologist whose sociocultural theory emphasizes the importance of culture and interaction in the development of cognitive abilities. Vygotsky differed with Piaget in that he believed that a person has not only a set of abilities but also a set of potential abilities that can be realized if given the proper guidance from others. Vygotsky developed theories on teaching that have been adopted by educators today. Like Piaget, Vygotsky acknowledged intrinsic development, but he argued that it is the language, writings, and concepts arising from the culture that elicit the highest level of cognitive thinking Crain, Vygotsky stated that learners should be taught in the ZPD.More generally, collaborative learning should be seen as a process of peer interaction that is mediated and structured by the teacher. Discussion can be promoted by the presentation of specific concepts, problems, or scenarios; it is guided by means of effectively directed questions, the introduction and clarification of concepts and information, and references to previously learned material.
Some more specific techniques are suggested in the Teaching Guide pages on Discussion Sections.
Reference
Vygotsky, Lev (). Mind in Society. London: Harvard University Press.