A Brief Reflection on Cognitive and Social Constructivism

Kang, In Ae

doi:10.17232/kset.11.2.3

Cited by 5 publications

(7 citation statements)

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“…Interestingly enough, however, even the first article on Constructivism published in Korea by Jo and Lee(1994) is about the practical implications of cognitive apprenticeship, not about the theoretical review on constructivism itself. Later, even when several articles in the mid 1990s addressed constructivist epistemology (Kang, 1995a;Kang, 1995b;Choi, 1998;Lee, 1996;You, 1994), most research articles and studies have rushed into actual practice of the constructivist approaches in the classroom or other educational settings (Lee, 1994;Lee, 1996;Choi, 1996;etc.). A higher priority before a firm understanding and discussion on the epistemological or philosophical aspects of constructivism is given to constructivist learning models such as 'Situated Learning' (Choi, 1996), 'Goal-based Scenario' (Lee, 1996), 'Problem Solving Scenario' (Lim, 1998), 'Project based Learning' (Jo, 1999) and 'ProblemBased Learning' (Kang & Kim, 1998;Lee, 1997).…”

Section: Korean Research Trends: a Greater Focus On Practiceoriented mentioning

confidence: 99%

Constructivist research in educational technology: A retrospective view and future prospects

Inae

Choi

Chang

2007

Asia Pacific Educ. Rev.

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Along with a socially urgent impetus for revolutionary reform of an educational environment appropriate to the 21st century society, constructivism is highlighted in various fields related to education as an alternative educational ideology and approach. Despite its radical shift from traditional learning environments, and the diverse interpretation and understanding among scholars on the nature of constructivism, constructivism surely has brought out meaningful changes and developments in understanding how people learn. In light of this context, the present study aims to retrospectively review the last decade of constructivism, which will be followed by a brief prospective on its future in the next decade, simultaneously taking into account expectations as to how constructivism can stand firm as a theoretical basis for the digital age.

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Section: Korean Research Trends: a Greater Focus On Practiceoriented mentioning

confidence: 99%

Constructivist research in educational technology: A retrospective view and future prospects

Inae

Choi

Chang

2007

Asia Pacific Educ. Rev.

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“…Learners who begin as novices are progressively assigned a broader spectrum of tasks and responsibilities within the framework of continuous dialogue and interaction in social relationships [2,7]. The relationship between the novice and the expert begins with an unbalanced power dynamic.…”

Section: S32mentioning

confidence: 99%

“…The relationship between the novice and the expert begins with an unbalanced power dynamic. However, as the learner engages and evolves, their identity transforms, leading to the establishment of a new power structure [2]. The expert teaching methods used in this process include role modeling, feedback, questioning, teaching method, and cognitive structuring.…”

Section: S32mentioning

confidence: 99%

“…One aspect of social constructivism theory that is particularly relevant to medical education is the sociocultural assimilation of individuals within a community. As individuals engage in dialogue with their peers, they exchange ideas and thoughts within a specific context [2,3]. In such scenarios, diverse structures of understanding may be assimilated, or cultural reproduction may occur through processes of shared participation and negotiation with others.…”

Section: Cultural Behavior Patterns In Society: the Implicit Curriculummentioning

confidence: 99%

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Application of Social Constructivism in Medical Education

Kim

2024

Korean Med Educ Rev

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The purpose of this study is to discuss the main principles and concepts of social constructivism, examine the literature on the application of social constructivism in medical education, and explore the meaning and limitations of the utilization of social constructivism with learning theory. A literature search was carried out in two stages, utilizing PubMed, CINAHL and Education Source databases. The primary search included both fields (social constructivism AND medical education), while the secondary search was performed by subject (Vygotsky or ZPD or zone of proximal development or scaffolding AND medical education). A total of 96 papers were found through the primary and secondary searches, and after reviewing the abstracts of all 96 papers, 41 papers were deemed suitable for research purposes. In medical education, social constructivism is applied in areas such as (1) social and cultural behaviors (hidden curriculum), (2) social construct of “meaning” (dialogue and discourse), (3) learner’s identity transformation (expert), and (4) instructional intervention (ZPD and scaffolding). Social constructivism has provided many ideas to explore in terms of the composition of knowledge in the sociocultural context of health care, but it has not demonstrated an explicit instructional method or educational effects.

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“…그러나 구성주의 담론은 이후 지식의 상대성이 급진적으로 흐르면서 사회적 상황을 고려하지 않았다는 이유로 비판을 받는다 [3]. 이후 구성주의는 사회적 상호작용의 중요성을 강조하는 Vygotsky의 관점과 사회문화주의를 수용하게 되면서, 주관적 경험 에 근거한 의미의 구성을 강조한 '인지적 구성주의'와 사회문화적인 측면에서 상호작용을 강조한 '사회적 구성주의'로 분리된다 [2].…”

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Application of Social Constructivism in Medical Education

Kim¹

2020

Korean Med Educ Rev

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The purpose of this study is to discuss the main principles and concepts of social constructivism, examine the literature on the application of social constructivism in medical education, and explore the meaning and limitations of the utilization of social constructivism with learning theory. A literature search was carried out in two stages, utilizing PubMed, CINAHL and Education Source databases. The first search included both fields (social constructivism AND medical education), while the second search was performed by subject (Vygotsky or ZPD or zone of proximal development or scaffolding AND medical education). A total of 96 papers were found through the first and second searches, and after reviewing the abstracts of all 96 papers, 41 papers were deemed suitable for research purposes. In medical education, social constructivism is applied in areas such as (1) social and cultural behaviors (hidden curriculum), (2) social construct of “meaning” (dialogue and discourse), (3) learner’s identity transformation (expert), and (4) instructional intervention (ZPD and scaffolding). Social constructivism has provided many ideas to explore in terms of the composition of knowledge in the sociocultural context of health care, but it has not demonstrated an explicit instructional method or educational effects.

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A Brief Reflection on Cognitive and Social Constructivism

Cited by 5 publications

References 0 publications

Constructivist research in educational technology: A retrospective view and future prospects

Constructivist research in educational technology: A retrospective view and future prospects

Application of Social Constructivism in Medical Education

Application of Social Constructivism in Medical Education

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