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Knowledge Construction Through Social Interactions
In implementing principle 5.3, teachers would need to create situations
that provide opportunities for students to work together with adults and/or peers to
construct understanding. One way to do this is to create problem solving or
learning situations with adults and/or peers scaffolding or guiding students’ 53 learning or problem solving. Another way to implement this principle is to create
group learning situations such as cooperative learning.
As noted earlier in this chapter, constructivist teachers typically function
as guides or facilitators of students’ learning. Scaffolding, as you remember from
chapter five, is the general term typically used for this type of teaching (Wood,
Bruner & Ross, 1976). Scaffolding is descriptive of teachers’ roles in a number of
approaches, including guided discovery (Bruner, 1967), assisted performance
(Gallimore & Tharp, 1990) and cognitive apprenticeships (Collins, Brown, &
Newman, 1989). In Table 7.2 (appears at t...
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- Spring '08