Contribution/ Originality: This study contributes in the existing literature of English teaching. The present study is one of very few studies which have investigated synonym teaching strategies in the light of social constructivism

2. A PEDAGOGIC THEORY—SOCIAL CONSTRUCTIVISM


Teaching and learning are processes of imparting and acquiring knowledge. In recent years, quality-oriented education and foreign language teaching reform are developing rapidly all over China. From this aspect, social constructivism is very crucial to language teaching. Based on the theories of humanism, cognitive psychology, constructivism and social interactionism, M. Williams and R. L. Burden provided a coherent theoretical framework — the social constructivist model in 1997. It has aroused widespread attention in the field of educational
psychology and linguistics. The viewpoints and contents of social constructivism theory provide a new perspective for English teaching, and have a positive influence on improving English teaching in China. The essence of social
constructivism is about the true nature of knowledge acquisition. According to Williams and Burden knowledge is constructed by individuals rather than transmitted from one person to another, but such constructions always occur within specific contexts, where learners have contact with other people, mainly as a result of social interactions. This model focuses on the development of the “whole person”, which is the essence of humanism. That is to say, attention is also paid to the development of learning abilities, positive self-concept and personal characters. This model has four key factors - teachers, learners, tasks and contexts. They all act as part of a dynamic process and the main body of knowledge construction.


1) Concerning the learners, who are the central roles in teaching process, this model stresses that learners tend to learn what they think is worth learning, but this differs from one person to another. Learners learn in ways that are meaningful to them. This model also stresses that learners learn better if they feel in control of what they are learning. Learning is closely linked to how people feel about themselves, that is to say, an individual’s self-concept has a great influence on the way in which he or she learns. And the reason they attribute to their perceived success or failure influence learners’ behaviors.
2) In the social constructivist model, the teacher acts as a mediator in the language classroom. Teachers should help learners to find ways to improve their ability and move onto the next level of learning. Besides, the teacher needs to be aware of the importance of interactions that occur in the teaching process. They should play an
important role in promoting effective learning, including creating the right atmosphere for students to develop confidence and providing appropriate learning strategies. And teachers should instruct students to develop their autonomous learning ability.


3) According to social constructivism, learning tasks present an interface in the interaction between teachers and learners. Teachers should not only transmit knowledge, but also set tasks that are at a level just beyond the learners’ capability. Learners make their own sense of the tasks. Not only will the meanings the learners construct differ, but their emotional responses will also vary. Learners' responses can help the teacher identify what they need, which cognitive aspects need developing, and what forms of mediation are required. Tasks are crucial in the interaction between teachers and learners. Through learning tasks, teachers and learners convey attitudes and messages about the learning process to each other, and learning takes place within the tasks.


4) Learning is influenced by the situation in which it occurs. Learning always occurs within a particular context. The whole context refers not only to the immediate context of the classroom or home, but also to the broader social, educational and political context. In addition, the cultural background of learners will influence the sense they make of the learning situation.

Encourage helpful conversation in the classroom. Chatting isn’t always disruptive, if students are helping each other to complete tasks or speaking about their work, they’re probably also learning. Remind them that you’re happy for them to discuss tasks with you and with their peers. Try setting tasks that conclude in a discussion, where students all have a say. Another route could be creating role playing exercises (for applicable subjects) as this encourages students to look at the topic from another perspective. Maintain an environment of good communication in the classroom, empower students to ask themselves if they are comfortable with the work and to self assess their approach.

Whilst you’re likely doing this already, remind yourself that the students are the creators of knowledge, and that feeding them endless reams of information won’t help them learn if they don’t fully understand it. Build tasks around really getting to the bottom of a topic. Make sure you’ve provided enough context, not just assessment material, so students can build a wider understanding. Finally, try to relate new concepts and ideas to those they’ve already learned - using existing knowledge to create new knowledge is the basis of all constructivism! 
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
Social constructivism is a very complicated approach, the more lucid
understanding of social constructivism can be obtained by understanding the points
that state how social constructivism views l
Social constructivism is a very complicated approach, the more lucid
understanding of social constructivism can be obtained by understanding the points
that state how social constructivism views l
According to the theory of social constructivism, social worlds develop out of individuals’ interactions with their culture and society. Knowledge evolves through the process of social negotiation and evaluation of the viability of individual understanding. Basically, every conversation or encounter between two or more people presents an opportunity for new knowledge to be obtained, or present knowledge expanded. The exchange of ideas that goes along with human contact is at play here.
In order to apply social constructivism theories in the education arena, teachers and school leaders need to shift and reshape their perspectives. Both must move from being “people who teach” to being “facilitators of learning.” A good constructivist teacher is one who questions students’ answers, without regard to whether they are right or wrong, to make sure the student has a good grasp of the concept. Additionally, instructors should have their students explain the answers they give and not allow students to use words or equations without explanations. They should also encourage students to reflect on their answers.
Social constructivism teaches that all knowledge develops as a result of social interaction and language use, and is therefore a shared, rather than an individual, experience. Knowledge is additionally not a result of observing the world, it results from many social processes and interactions. We therefore find that constructivist learning attaches as much meaning to the process of learning as it does to the acquisition of new knowledge. In other words, the journey is just as important as the destination.
The process of learning requires that the learner actively participate in creative activities and self-organization. Teachers should allow their students to come up with their own questions, make their own theories, and test them for viability. Moreover, those who practice constructivist theory find that imbalance facilitates learning, in the sense that contradictions between the learner’s current understanding and experiences create an imbalance, which leads the learner to inquire into his or her own beliefs and then try out new ideas. Instructors should therefore encourage errors resulting from the learners’ ideas, instead of minimizing or avoiding them.
Students should also be challenged by their instructors to perform open-ended investigations, working to solve problems with realistic and meaningful contexts. This activity enables the learner to explore, and come up with either supporting or conflicting possibilities. Contradictions need to be investigated, clarified, and discussed.
Through the process of reflecting on the collected data,, learning is given a push. A good example of allowing reflection is through journal writing, which usually facilitates reflective thoughts.
Dialogue within a community stimulates new ideas. All school stakeholders should view the classroom as a community for discussion and exchange of ideas. Students in the classroom are responsible for the defense, proof, justification, and communication of their ideas to the community. These ideas can only be accepted as truth if they can make sense to the community. If they do, they become shared knowledge. In summary, learning occurs not through hearing or seeing, but primarily through interpretation. Interpretation is shaped by what’s already known, and is further develop through discussion.
In cognitive apprenticeship teachers promote learning by making explicit their tacit knowledge or by modeling their strategies for students in authentic activity. Learners are challenged with tasks slightly more difficult than they can accomplish on their own and must rely on assistance from and collaboration with others to achieve these tasks. The goal of cognitive apprenticeship is for learners to work independently. The concept underpins residency programs in medical education.
Collaborative learning is an umbrella term for a variety of educational approaches that involve groups of learners working together to solve a problem, complete a task, or create a product. This concept can be traced to multiple different origins. For example, Vygotsky's zone of proximal development, and indigenous ways of knowing and learning. 
Social constructivists see as crucial both the context in which learning occurs and the social contexts that learners bring to their learning environment. There are four general perspectives that inform how we could facilitate the learning within a framework of social constructivism:
Cognitive tools perspective: Cognitive tools perspective focuses on the learning of cognitive skills and strategies. Students engage in those social learning activities that involve hands-on project-based methods and utilization of discipline-based cognitive tools. Together they produce a product and, as a group, impose meaning on it through the social learning process.
Idea-based social constructivism: Idea-based social constructivism sets education's priority on important concepts in the various disciplines. These "big ideas" expand learner vision and become important foundations for learners' thinking and on construction of social meaning.
Pragmatic or emergent approach: Social constructivists with this perspective assert that the implementation of social constructivism in class should be emergent as the need arises. Its proponents hold that knowledge, meaning, and understanding of the world can be addressed in the classroom from both the view of individual learner and the collective view of the entire class.
Transactional or situated cognitive perspectives: This perspective focuses on the relationship between the people and their environment. Humans are a part of the constructed environment (including social relationships); the environment is in turn one of the characteristics that constitutes the individual. When a mind operates, its owner is interacting with the environment. Therefore, if the environment and social relationships among group members change, the tasks of each individual also change. Learning thus should not take place in isolation from the environment.
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998)
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998).
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998).
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998).
constructivism, as well as personal constructivism as described by Piaget, 1967,
social constructivism was sketched out by Vygtosky, 1978, radical constructivism
was sponsored by Von Glasersfeld, 1995, constructivist epistemologies, and
educational constructivism was outlined by Mathews, 1998. Social constructivism
and educational constructivism which includes theories of learning and pedagogy
have had the maximum impact on instruction and curriculum design because they
seem to be the most advantageous to incorporate into the current educational
strategies. Therefore, it can be stated that most of the scholars and writers have
done research on different kinds of constructivist theories (Jones & Brader-Araje,
2002).
The social constructivist perspectives focus upon the interdependence of
social and individual processes in the co-construction of knowledge; after the
momentum for understanding the influence of social and cultural factors on
cognition is reviewed, methods that are identified to account for learning from this
perception are identified. The main drawing has been made from the Piagetian and
the Vygotskian accounts. The empirical research that is reviewed illustrates
application of institutional analysis to scrutinize education and schooling as a
cultural process, the application of interpersonal analysis to examine how cognition
and learning gets strengthened by means of communications and discursive
analysis examining and manipulating the prototypes and opportunities in
instructional conversation (Palinscar, 1998).
Overview of Social Constructivism
Social constructivism is a very complicated approach, the more lucid
understanding of social constructivism can be obtained by understanding the points
that state how social constructivism views learning and the learning commu