This weeks readings examined the role of social constructivism in education as a pedagogy and practice rather than simply as an educational philosophy. Beck and Kosnik’s (2007) article focuses on the role of social constructivism in preservice education and provide examples of this pedagogy put into practie. Both Elkind (2004) and Carson (2005) discuss preservice education as well as the implications of educators using a constructivist approach to teaching and learning. Elkin’s (2004) article focuses on the conditions that are required to allow for social constructivism to take place in teaching. On the other hand, Carson’s (2005) article rejects the proposition of using constructivism in teaching and learning, and instead argues for an objectivist
…show more content…
and Beck C. (2007). Toward Social Constructivism in Preservice Education.
Kosnik and Beck’s (2007) article focuses on how social constructivism can provide a positive direction for preservice education. They begin their article by brining attention to the ambiguity of the term itself. As the article states, “constructivist teaching is not a monolithic, agreed-upon concept” (Kosnik C & Beck C., 2007 pg. 3). The various definitions of social constructivism put this pedagogy under a negative connotation. In clarifying the concept, the authors define social constructivism as “an approach that encourages all members of a learning community to present their ideas strongly, while remaining open to the ideas of others (Kosnik C. & Beck C., 2007, pg.4).” Kosnik and Beck believe that students as well as the teacher must have a major role in the learning process. This is one central idea of of social constructivism that I agree with. The students’ role in learning is imperative. Kosnik and Beck further contend that “knowledge is constructed by learners,” an idea further elaborated by Dewey (1916) who states …show more content…
He believes that the failure of constructivism and other reform movements is attributed to the fact that these forms of readiness were never in alignment. According to Elkin, constructivism is a major educational philosophy and pedagogy that states that the child is an active participant in constructing the reality, rather than a passive recorder of it. These ideas date back to Rousseau’s (1962) understanding of constructivism in which he states, “children have their own ways of knowing and these have to be valued and respected (Elkind D. 2004, pg. 306).” This idea was also brought forth in the earlier article by Kosnik and Beck who argued that knowledge is constructed by learners, and therefore, students should be involved in the learning process. Again, this is an idea that I agree with as I believe it is essential for teachers to be aware of the diversity within their classrooms, allow for flexibility in teaching styles, provide an inclusive and supportive learning communities, and finally provide room for inquiry-based learning in which the student is able to learn through
and Beck C. (2007). Toward Social Constructivism in Preservice Education.
Kosnik and Beck’s (2007) article focuses on how social constructivism can provide a positive direction for preservice education. They begin their article by brining attention to the ambiguity of the term itself. As the article states, “constructivist teaching is not a monolithic, agreed-upon concept” (Kosnik C & Beck C., 2007 pg. 3). The various definitions of social constructivism put this pedagogy under a negative connotation. In clarifying the concept, the authors define social constructivism as “an approach that encourages all members of a learning community to present their ideas strongly, while remaining open to the ideas of others (Kosnik C. & Beck C., 2007, pg.4).” Kosnik and Beck believe that students as well as the teacher must have a major role in the learning process. This is one central idea of of social constructivism that I agree with. The students’ role in learning is imperative. Kosnik and Beck further contend that “knowledge is constructed by learners,” an idea further elaborated by Dewey (1916) who states …show more content…
He believes that the failure of constructivism and other reform movements is attributed to the fact that these forms of readiness were never in alignment. According to Elkin, constructivism is a major educational philosophy and pedagogy that states that the child is an active participant in constructing the reality, rather than a passive recorder of it. These ideas date back to Rousseau’s (1962) understanding of constructivism in which he states, “children have their own ways of knowing and these have to be valued and respected (Elkind D. 2004, pg. 306).” This idea was also brought forth in the earlier article by Kosnik and Beck who argued that knowledge is constructed by learners, and therefore, students should be involved in the learning process. Again, this is an idea that I agree with as I believe it is essential for teachers to be aware of the diversity within their classrooms, allow for flexibility in teaching styles, provide an inclusive and supportive learning communities, and finally provide room for inquiry-based learning in which the student is able to learn through