Effective social constructivist approach to learning for social studies classroom

Abstract

The major aim of the present study is to address the question do we have any alternative of deficit model of teaching learning? For this purpose, teachers of social studies teachers were interviewed and teaching learning practices of social studies has been evaluated. The researcher adopts the theoretical underpinnings of socio-cultural approach to learning and tries to design and execute constructivist teaching learning setting for teaching social studies. It emerges from the analysis of these constructivists pedagogic settings that it helps to develop and sustain a culture of inquiry in the classroom where the strong interface between students' everyday knowledge and school knowledge take place. The paper concluded that for moving deficit model of teaching learning, knowledge should be viewed as coconstructed, negotiated and situated entity, knower should have agency and the voice in process of knowing and the process learning should be dialogic.

Sustainable Development of Students’ Assumed Responsibility for Their Own Learning during Participatory Action Research

“…The approach of participatory action research created an opportunity not only to understand actions but also to ground them. Such processual approach ensures self-development of independence in students [32,51,52]. The research pointed out not only provisions, strategies, and intervening conditions, but also their reciprocal integrity, and complexity.…”

“…According to Belenky et al [29], Boomer [30], and Cook [31], responsibility can be perceived when in the culture of an authentic dialogue, it is assumed voluntarily through collaboration with others, when discussion of all interested individuals allows to produce independent deliberate decisions and choices that are important to one's own and others' learning. This is the process of co-creation; the construction of it highlights the importance of the processual approach to learning [32].…”

“…learning. This is the process of co-creation; the construction of it highlights the importance of the processual approach to learning [32].…”

“…Learning to assume responsibility is also a process. When constructing the process of teaching and learning, a processual approach is emphasized because it is a highly important aspect in students' subject-related attainments and longevity of learnt knowledge [32,48,49]. This does not mean that the result is not important.…”

Pedagogical Approaches of Intermediate Schoolteachers for Teaching Students by Building Online Classroom Communities during the COVID-19 Pandemic

“…Vygotsky, the chief proponent of social constructivism argued that learning is a collaborative process between student and teacher (Dagar & Yadav, 2016). They posit that learners do not only absorb information, but instead are actively involved in the process of knowledge acquisition through social interactions, participation and negotiation (Shah, 2019). This pedagogical approach is ideal during a pandemic, especially when students who are at home under quarantine or when a lockdown is in place and need to be supported with alternative learning plans.…”