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ERIC Number: ED423978
Record Type: Non-Journal
Publication Date: 1998-Mar
Pages: 9
Abstractor: N/A
Cooperative Learning, Its Relevance to Teachers Wishing To Successfully Implement the Primary Years' Programme of the IB.
Roberts, W. Alan
Constructivist theory asserts that children learn through interaction with and adaptation to their environment. Social constructivism emphasizes social interaction in learning, particularly language and the use of language in interaction between the student and his peers or an adult. This paper discusses the relevance of social constructivism, based on the work of Vygotsky, to a constructivist, Piagetian theory-based primary years education program. After describing the constructivist and social constructivist theories of child development and offering several principles derived from these theories which should be borne in mind when organizing a primary classroom, the paper discusses some details of a specific primary program's pedagogy and how it incorporates a constructivist approach. The paper next describes how social constructivism can be applied to encourage collaboration and cooperative work, which facilitates children's cognitive development. This discussion includes a mention of how the larger social context now demands that children know how to work cooperatively, a description of research that supports the validity of cooperative learning, and how to engender cooperative learning in the classroom. The paper concludes that well-planned cooperative learning can be a powerful organizing principle in constructivist education because it is based on interaction between the student and his or her social environment. Contains 12 references. (JPB)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A