Chapter 7-Knowledge Construction

Theories On Individual/Social
Constructivism
Presented By The Hearts
Lindsay Nickol
Marianne Coonan
Kathleen Nolte
J immy Gilbreath
Our knowledge is amassed
thought and experience of
innumerable minds
Ralph Waldo Emerson
Constructivism-Theories And
Perspectives To Learning
Individual Constructivism
An individual conscious act of using prior knowledge and experiences, with
current references, to construct or in some cases, reconstruct knowledge
in order to bring about understanding or meaning.

Social Constructivism
The social effects on individual learning through a collective act of a
population. An interactional group/team encounter to bring about
understanding or meaning.










(Gedler, M. E. (1997). Learning and instruction: Theory into practice (3rd ed). Upper Saddle River, NJ:
Prentice-Hall)
(Ormrod, 2008, p. 235-236)

Algorithm Or Decision Grid?
(ATHERTON J S (2009) Learning and Teaching; Constructivism in learning UK: Available:
http://www.learningandteaching.info/learning/constructivism.htm Accessed: 6 February 2010)
Social Theory Association-Lev Vygotsky
Learners integrated via knowledge
community
Language and socio-cultural growth
are critical to human development
Base stages in developmental process
and capable development
Teaching emphasis on guidance and
scaffolding instruction with peers
Cannot separate learning from the
social context






Santock, J.W. (2006) Educational Psychology (2
nd
ed.). Boston McGraw Hill
Kukla, A. (2000). Social Constructivism and the Philosophy of Science. New
York: Routledge
uni.edu/freeburg/Publications/Vygotsky Piaget and Edu.pdf
Snowman J., McCown, R., & Biehler, R. (2009). Psychology applied to teaching
(12
th
ed.). Boston: Houghton Mifflin Company





Cognitive Theory Association-Jean Piaget
Intelligence is a time sensitive phenomenon
stimulated by experiences/environment
Assimilation and accommodation and the
importance of schemas
Learners are integrated into deeper meaning by
various stages and styles in learning
Teaching emphasis on exploring the world
Can separate learning from a social context















Santock, J.W. (2006) Educational Psychology (2
nd
ed.). Boston McGraw Hill
Snowman J., McCown, R., & Biehler, R. (2009). Psychology applied to teaching (12
th
ed.). Boston:
Houghton Mifflin Company

Kukla, A. (2000). Social Constructivism and the Philosophy of Science. New York: Routledge
uni.edu/freeburg/Publications/Vygotsky Piaget and Edu.pdf








Theorists In Agreement-Healthy And
Functional Knowledge Development
Agreement regarding the constructive
nature of development
Agreement in that interaction with
peers assists in cognitive development
Agreement that the Teacher should be
a facilitator and guide to students-
never a Director
Agreement that learners respond to
the interpretation of external stimuli
and not the stimuli itself
Agreement that social development is
a necessary condition for the
formation/maturity of logic






Santock, J.W. (2006) Educational Psychology (2
nd
ed.). Boston McGraw Hill
Kukla, A. (2000). Social Constructivism and the Philosophy of Science. New
York: Routledge
Piaget versus Vygotsky (2000) www.scribd.com/doc/13401568/Piaget-Versus-
Vygotsky

The Construction Process to Knowledge-
Opportunities For Experimentation
Key is to improve upon the cognitive operations of
understanding
Instead of step by step instructions, clearly state desired
outcome with options
Emphasize and encourage cultural input
Set into place virtual experiments in order to timeline
the process for learning
Implement decision making and empower the students
(Ormrod, 2008, p 247-248)
The Construction Process to Knowledge-
Presenting The Ideas Of Others
Remember Vygotskys theories
Allow the discovery phase to be completed by the
student
Interject/interact from personal/external forces to bring
clarity in meaning
Actively pursue the interaction/prior knowledge of the
students to bring about interpretation
Test the hypothesis?
(Ormrod, 2008, p 248-249)
Discussion
Regarding knowledge development for your students; is
there one best way (social or cognitive) to practice
constructivism?
Whom may benefit from open classroom dialogue?
Are assessment tools related more directly to social or
cognitive constructivism?
Is culture or social interaction more beneficial in finding
meaning and maturing in knowledge?
What subjects are important to organization
development?
References

ATHERTON J S (2009) Learning and Teaching; Constructivism in learning [On-line] UK: Available:
http://www.learningandteaching.info/learning/constructivism.htm Accessed: 6 February 2010

Gredler, M. E. (1997). Learning and instruction: Theory into practice (3rd ed). Upper Saddle River, NJ:
Prentice-Hall.

Kukla, A. (2000). Social Constructivism and the Philosophy of Science. New York: Routledge

Omrod, J. E. (2008). Knowledge Construction. Educational Psychology
(Sixth ed., pp. 236, 247, 248, and 251). upper saddle river: pearson.

Piaget versus Vygotsky (2000) www.scribd.com/doc/13401568/Piaget-Versus-Vygotsky

Santock, J.W. (2006) Educational Psychology (2
nd
ed.). Boston McGraw Hill

Snowman J., McCown, R., & Biehler, R. (2009). Psychology applied to teaching (12
th
ed.). Boston:
Houghton Mifflin Company

uni.edu/freeburg/Publications/Vygotsky Piaget and Edu.pdf