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El. knyga: Psychology for the Classroom: Constructivism and Social Learning

4.50/5 (8 ratings by Goodreads)
(University of Warwick), (University of Southampton, UK)
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Psychology for the Classroom: Constructivism and Social Learning provides a lively introduction to the much debated topics of talk and group collaboration in classrooms, and the development of interactive approaches to teaching. The authors provide a background to research in constructivist and social learning theory, offering a broad and practical analysis which focuses on contemporary issues and strategies, including the use of e-learning and multimedia. Throughout the book theory is linked with its practical implications for everyday teaching and learning and chapters incorporate:











the history of constructivist and social learning theory and key thinkers





pedagogical implications





practical strategies for the classroom





constructivist theory and e-learning.

Case studies and vignettes demonstrating best practice are used throughout the text, illustrating how monitored collaboration between learners can result in an effective learning environment where targets are met. Essential reading for practising teachers and students, this book is a valuable guide for those looking to provide effective teaching and learning within a constructivist framework.
List of figures
vii
Preface ix
Acknowledgements xiii
1 Introduction
1(19)
An introduction to the constructivist movement
2(2)
The beginnings of constructivist learning theory
4(2)
An overview of the social constructivist approach to theory
6(2)
Social constructivist ideas and some of their early proponents
8(2)
Piaget's genetic epistemology
10(4)
Vygotsky's social learning
14(1)
Bruner's learning theory
15(1)
Bandura's social cognitive theory
16(1)
Situated learning
16(3)
Summary
19(1)
Activities
19(1)
2 Research: evidence drawn from current, recent and past practice
20(14)
Classroom success and social interaction
21(1)
Social and emotional aspects of learning (SEAL)
22(4)
Cooperation and collaboration in the classroom
26(2)
The computer-based social learning environment
28(3)
The socially constructed classroom
31(1)
Summary
32(1)
Activities
33(1)
3 Theory: the precepts of social constructivism and social learning theory
34(10)
Social interaction, thinking and engagement
35(1)
Principles and planes
36(2)
Scaffolding: planned and opportunistic
38(3)
Modelling and thinking aloud
41(1)
Extending the principles of social constructivism
41(2)
Summary
43(1)
Activities
43(1)
4 Pedagogy: the rules, principles and theories that guide current practice
44(24)
The characteristics of a constructivist pedagogy
45(4)
Being prepared for learning
49(1)
Structure, sequence and alternatives
50(6)
Cognitive apprenticeship
56(4)
Social interaction and classroom talking
60(5)
Supporting individuals through social interaction
65(1)
Summary
66(1)
Activities
67(1)
5 Strategies
68(28)
Strategies of a constructivist teacher
69(1)
Vignette 1 activating prior knowledge
70(4)
Vignette 2 computer-mediated collaboration
74(4)
Vignette 3 working in pairs
78(3)
Vignette 4 adults learning about teaching
81(4)
Vignette 5 collaborating to learn
85(2)
Vignette 6 cross-curriculum collaboration
87(3)
Vignette 7 paired game making
90(2)
Vignette 8 coming to a joint conclusion
92(3)
Activities
95(1)
References 96(9)
Index 105
Alan Pritchard is Associate Professor of Education at the University of Warwick. He worked in primary schools for many years and has published widely on a range of educational topics.

John Woollard is Lecturer in Information Technology Education in the School of Education at the University of Southampton. He has previously taught in both primary and secondary schools. He now researches teaching and learning with computers.
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