A SWOT Analysis of the Rise and Pedagogical Implications of the Social Constructivist Epistemology in Educational Practice

2013 ◽  
Vol 15 (1) ◽  
pp. 53-65 ◽  
Author(s):  
E. Mutekwe ◽  
A. Ndofirepi ◽  
C. Maphosa ◽  
N. Wadesango ◽  
S. Machingambi
Keyword(s):  
Swot Analysis ◽  
Educational Practice ◽  
Social Constructivist ◽  
The Social ◽  
Constructivist Epistemology

scholarly journals PENDEKATAN KONSTRUKTIVIS SOSIAL DALAM PENINGKATAN HASIL BELAJAR IPS DI SD KELAS IV

2020 ◽  
Vol 6 (1) ◽  
pp. 34-44
Author(s):  
Elsinora Mahananingtyas
Keyword(s):  
Elementary School ◽  
Social Context ◽  
Class Action ◽  
Social Constructivist ◽  
School Age ◽  
Constructivist Approach ◽  
Elementary School Age ◽  
A Value ◽  
The Social ◽  
Social Constructivist Approach

Learners at elementary school age generally have a concept that is rich, but not systematically, not organized and spontaneous. With a skilled supervisor dialogue together, then learners can develop the concepts that are more systematic, logical, and rational. A social constructivist approach stresses the social context in learning that knowledge is constructed and built together with the teacher or friend of the more skilled colleagues. The purpose of this research is to improve or enhance quality (quality) were learning in class by applying the social constructivist approach at grade IV in the primary Christian Advent of Ambon. The method of this research is a type of class action Research with 4 stages, namely planning, implementation, observation and reflection. The results of this research that is happening gradual classical on the learners of the cycle I meeting 1 to 2 meetings amounted to 6.6% of the cycle I of the meeting 1 of 59% to 65.6% in meeting 2. While the ketuntasan of classical learners on cycle II increased to 6.8% in cycle II meeting 1 of 77.2% to 84%. Cycle II whole learners, prepared with a value above the KKM i.e. 15 learners or 100% complete

scholarly journals Early Childhood Transitions and Critical Praxis

2012 ◽  
Vol 37 (2) ◽  
pp. 13-18 ◽  
Author(s):  
Kate Tilleczek
Keyword(s):  
Early Childhood ◽  
Public Education ◽  
Prince Edward Island ◽  
Educational Practice ◽  
Childhood Education ◽  
Full Day Kindergarten ◽  
The Social ◽  
Core Elements ◽  
Full Day

This paper presents literature and findings on childhood transitions in public education. Set in the context of shifts in Canada to full day kindergarten, it makes visible the range of human relational and structural concerns that must be considered in the practice of researching and facilitating transitions for children. The paper draws upon a review of international literatures and a longitudinal, three-year qualitative study of 795 students, parents, and educators in 37 families of schools who conversed about the character and meaning of transitions. Such long-term enactments of transitions as they occur are scarce but important in making visible the complexity and nuance of childhood transitions. Findings include the importance of a critical praxis for transitions which gets at the roots of the social organization and inequality in research and educational practice. The paper addresses critical praxis as found in three early childhood education frameworks (Australia, Prince Edward Island and New Brunswick, Canada). Attention to being, becoming, and belonging for all children and the fit between human and structural concerns at the levels of society, community, school, and family form core elements of critical praxis. Transitions are best understood and facilitated as over time, complex social ensembles.

scholarly journals Social constructivism in the field of education and learning

2011 ◽  
Vol 43 (2) ◽  
pp. 177-194
Author(s):  
Jovana Milutinovic
Keyword(s):  
Social Constructivism ◽  
Teaching And Learning ◽  
School Context ◽  
Deep Understanding ◽  
Educational Practice ◽  
Theory And Practice ◽  
Educational Values ◽  
The Social ◽  
Constructivist Perspective ◽  
Context Of Learning

Social constructivism is, first and foremost, the theory of knowledge focused on the role of social processes in knowledge creation. Its proponents are interested in interactions among people which are observed as the ways through which shared versions of knowledge are constructed. Starting from the widely acknowledged need for learning with deep understanding and increased interest in the social context of learning, the paper theoretically analyses social constructivism and its influence on educational practice. The goal is to critically re-examine the social constructivist perspective as a theory of teaching and learning and point out to its educational values based on certain conclusions mentioned in the literature. The paper also explores and highlights the basic starting points of social constructivism as well as its different interpretations. In addition, the paper studies relevant issues for education and learning suitable for applying social constructivism, both at the institutional and interpersonal level. It is concluded that social constructivism, applied in practice as a culture rather than as a set of isolated activities, is highly significant for understanding the complexity of the phenomenon of teaching and learning in school context, as well as for providing concrete guiding ideas (learning through cooperation, discovering and solving problems, joint exploration of knowledge and world reinterpretation) for enhancing educational theory and practice.

Cosmopolitanism and Education: A View from the Ground

2010 ◽  
Vol 112 (1) ◽  
pp. 1-30 ◽  
Author(s):  
David T. Hansen
Keyword(s):  
Quantitative Research ◽  
Research Question ◽  
Educational Practice ◽  
Cultural Hybridity ◽  
Philosophical Perspective ◽  
Social Sciences And Humanities ◽  
The Social ◽  
Economic Transformations ◽  
The World ◽  
Background Context

Background/ Context In recent years, scholars the world over in both the social sciences and humanities have reanimated the ancient idea of cosmopolitanism. They discern in the idea ways in which people today can respond creatively to rapid social, political, cultural, and economic transformations. Scholars in this burgeoning field have examined issues involving cultural hybridity, global citizenship, environmental justice, economic redistribution, and more. In the article, I examine from a philosophical perspective how a cosmopolitan-minded education can assist people in cultivating thoughtful receptivity to the new and reflective loyalty to the known. Purpose/ Objective/ Research Question/ Focus of Study Philosophical work has begun on possible relations between cosmopolitanism and education. However, there are virtually no published studies that deploy a systematic cosmopolitan frame of analysis in conjunction with qualitative or quantitative research. This article seeks to encourage such research by elucidating a distinctive conception of cosmopolitanism rooted in one of its long-standing strands. This strand is characterized as cosmopolitanism on the ground, and it features what has been called “philosophy as the art of living” and “actually existing cosmopolitanism.” Research Design The article is a philosophical investigation that builds an argument using the techniques of conceptual analysis, comparison, contrast, analogy, metaphor, illustration, and exegesis of texts. Conclusions/ Recommendations The long-standing strand of cosmopolitanism on the ground generates several key elements of a philosophy of cosmopolitan-minded education. These elements are (1) a recognition of the importance of local socialization as making possible education itself, (2) the recognition that a cosmopolitan outlook triggers a critical rather than idolatrous or negligent attitude toward tradition and custom, (3) the recognition that curriculum across all subjects can be understood as a cosmopolitan inheritance, and (4) the recognition that many teachers constitute an already existing cosmopolitan community and can build on their shared purposes to enhance educational practice the world over.

Incorporating the Game of Geocaching in K-12 Classrooms and Teacher Education Programs

2013 ◽  
pp. 79-97 ◽  
Author(s):  
Jeffrey Hall ◽  
Lucy Bush
Keyword(s):  
Mobile Technology ◽  
Educational Practice ◽  
Future Research ◽  
High Tech ◽  
Teacher Education Programs ◽  
Educational Settings ◽  
Theoretical Frameworks ◽  
The Social ◽  
Gps Devices ◽  
K 12

Mobile technology integration in educational settings is becoming an increasingly important topic as information technology continues to improve, prices decrease, and mobile devices proliferate. Geocaching, a high-tech scavenger hunt played with mobile GPS devices, is a significant example of a mobile technology-based activity that can be incorporated into educational practice. The history and implications of geocaching and its technological contributions are explored, while numerous theoretical frameworks for implementing geocaching in educational settings are discussed. Existing research on educational geocaching is presented, and the social effects of this unique mobile technology activity are examined. Pedagogical applications and best practices are detailed across the spectrum of curricular areas—informed, in part, by the personal teaching experiences of the two authors. Ideas for future research regarding geocaching and other forms of mobile technology-based educational practices are developed. Finally, selected texts for additional reading are provided.

A Profitable Education

2020 ◽  
pp. 359-381
Author(s):  
Rohit Mehta ◽  
Edwin Creely ◽  
Danah Henriksen
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Teaching And Learning ◽  
Educational Practice ◽  
Educational Systems ◽  
Critical Approach ◽  
Political Influences ◽  
The Core ◽  
The Social

In this chapter, the authors take a multifaceted critical approach to understanding and deconstructing the term 21st century skills, especially in regard to technology and the role of corporations in the discourses about education. They also consider a range of cultural and political influences in our exploration of the social and academic meanings of the term, including its history and politics. The application of the term in present-day educational contexts is considered as well as possible futures implied through the term. The goal in this chapter is to counter ideas that might diminish a humanized educational practice. Specifically, the authors offer a critique of neoliberal discourses in education, particularly the neoliberal and corporate narrative around 21st century teaching and learning. They raise concerns about what an undue emphasis on industry-oriented educational systems can mean for the core purposes of education.

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