Social Cognitive and
Constructivist Views of
Learning: Chapter 9
Dr. Bill Bauer EDUC 202
Copyright 2001 by Allyn and Bacon
Overview
Social Processes in Learning
Social Learning & Social Cognitive
Theories
Constructivist and Situated Learning
Applications of Constructivist and
Situated Learning
Looking Back at Learning
Copyright 2001 by Allyn and Bacon
Concept Map for
Chapter 9
Social Processes
in
Learning
Looking Back
at Learning
Personal, Social,
and Emotional
Development
Applications of
Constructivist and
Situated Perspectives
on Learning
Constructivism &
Situated Learning
Copyright 2001 by Allyn and Bacon
Social Learning
and
Social Cognitive
Theories
Social Processes in Learning
Different meanings
for different
students
Learning is a social
process
Observation,
dialogue, culture
affect learning
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Social Learning and Social
Cognitive Theories
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Social Learning Theory Terms
Social Learning Theory
Acquisition of knowledge
Observable performance
Social Cognitive Theory
Enactive learning
Vicarious learning
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Learning by Observing Others
Attention
Retention
Reproduction
Motivation and reinforcement
Vicarious reinforcement
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Factors That Influence
Observational Learning
Developmental level of
learner
Status & prestige of the
model
Similarity of models
Vicarious consequences
Outcome expectations
Value of the goal
Self-efficacy
See Table 9.1, Woolfolk, p. 326
Copyright 2001 by Allyn and Bacon
Observational Learning in
Teaching
Directing attention
Fine-tune alreadylearned behaviors
Strengthening /
weakening
inhibitions
Modeling
Arousing emotions
Copyright 2001 by Allyn and Bacon
See Guidelines, Woolfolk, p. 328
Reflection Questions
Think of a time when you learned something
by watching another person.
Analyze the model for status and similarity to
yourself.
What was your motivation for learning the
new behavior?
Was the learning experience effective for
you?
Why or why not?
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Elements of
Reciprocal
Determinism
Environment:
resources
consequences
physical setting
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Personal
Factors:
beliefs,
expectations’
attitudes
Learning
&
Behavior
Behavior:
actions
verbal statements
choices
Constructivism & Situated
Learning
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Constructivist Views of Learning
Emphasize the role of the learner
Psychological/individual constructivism
Vygotsky’s Social Constructivism
Sociological Constructivism : How public
knowledge is constructed
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The Construction of
Knowledge
External influences: accurate mental
representations of the outside world
Internal influences: new knowledge is
abstracted from old knowledge
Combination of external & internal: an
interaction of both influences builds
knowledge
Copyright 2001 by Allyn and Bacon
See Table 9.2, Woolfolk, p. 332
Questions about
Constructivism
Is the world knowable?
Radical constructivism
Is knowledge situated or general?
Situated learning
Community of practice
Enculturation
Transfer: general or specific?
Copyright 2001 by Allyn and Bacon
Elements of Constructivist
Perspectives
Complex, challenging learning environments
Authentic tasks
Social negotiation
Intersubjective attitude
Multiple representations of content
Spiral curriculum
Metacognition aids in the knowledge
construction process
Student-centered instruction
Copyright 2001 by Allyn and Bacon
Applications of Constructivist &
Situated Perspectives on Learning
Copyright 2001 by Allyn and Bacon
Cognitive Models of Teaching
Inquiry and Problem-Based Learning
Group Work and Cooperation in
Learning
Dialogue & Instructional Conversations
Cognitive Apprenticeship
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Inquiry & Problem-Based
Learning
Teacher presents a puzzling
event
Students formulate
hypotheses
Collect data
Draw conclusions
Reflect on original problem
Reflect on the thinking
process
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Guiding Teacher Thinking about Inquiry-Based Science Instruction
GUIDING QUESTIONS and Focus Questions
REPORT
Findings
(Public sharing)
ENGAGE
•Claims
•Hypotheses
•Questions
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INVESTIGATE
•Procedures
•Determine
•RELATIONSHIPS
Evaluate
EXPLANATION
Prediction
Problem-Based Learning
Real problems that have meaning for
students
Problems may not have “right” answers
Current events, social issues
Anchored instruction
Copyright 2001 by Allyn and Bacon
See Table 9.3, Woolfolk, p. 339
Group Work & Cooperation in
Learning
 Group work
 Cooperating in learning
 Constructivism and cooperative learning
 See Table 9.4, Woolfolk, p. 341
Copyright 2001 by Allyn and Bacon
Misuses of Group Learning
Process valued more
than the learning
Misunderstandings
reinforced
Socializing takes
precedence
One ‘expert’ student does
all the work
Status differences may
be increased
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Making Cooperative Learning Work
Face-to-face interaction
Positive interdependence
Individual accountability
Teach collaborative skills
Group processing
Size and make-up of
groups
See Table 9.5, Woolfolk,
p. 344
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Models of Cooperative Learning
Jigsaw
Reciprocal
questioning
Scripted cooperation
See Figure 9.2,
Woolfolk, p. 346
Copyright 2001 by Allyn and Bacon
Constructivist Considerations
Promoting dialogue
Instructional conversations
Cognitive apprenticeships
Reciprocal teaching
Cognitive apprenticeships for thinking
Stand alone programs
Culture of thinking throughout classes
See Woolfolk, Table 9.6, p. 248, and
Point▼Counterpoint, p. 353
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Encouraging Critical Thinking
Using the language of
thinking
Defining & clarifying the
problem
Judging information related
to the problem
Solving problems/drawing
conclusions
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Looking Back at Learning
Different view of
learning
No “best’ approach
Tools for
professional decision
making
See Table 9.8,
Woolfolk, p. 358
Copyright 2001 by Allyn and Bacon
Summary
Social Processes in Learning
Social Learning & Social Cognitive
Theories
Constructivist and Situated Learning
Applications of Constructivist and
Situated Learning
Looking Back at Learning
Copyright 2001 by Allyn and Bacon
Review Questions
Distinguish between social learning and
social cognitive theories.
Distinguish between enactive and
vicarious learning.
What are the elements of observational
learning?
What is reciprocal determinism?
Describe three kinds of constructivism.
Copyright 2001 by Allyn and Bacon
Review Questions
In what ways do constructivist views
differ about knowledge sources, accuracy,
and generality?
What are some common elements in most
constructivist views of learning?
Distinguish between inquiry and problembased learning.
Describe five elements that define true
cooperative learning.
Copyright 2001 by Allyn and Bacon
Review Questions
Describe six features that most cognitive
apprenticeship approaches share.
Describe the use of dialogue in reciprocal
teaching.
What is meant by thinking as
enculturation?
What do different views of learning add
to our understanding?
Copyright 2001 by Allyn and Bacon
End Chapter 9
Copyright 2001 by Allyn and Bacon