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Social Cognitive Theories

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Social-Cognitive Theories
One of the characteristics of social-cognitive theories is that the construction of knowledge is built on interactions with people and the world (Bertrand, 2003). These interactions are seen as affecting cognitive development. On the other hand, cognitive theory does not take social interaction into consideration. In social cognitive theory, there is an emphasis on social learning, situated context, interactions among individuals, participation, cooperation and socially shared cognition (Bertrand, 2003).
Lave and Wenger (1991) state that participation in social practice is the fundamental form of learning. The learning communities model centers on the advancement of the collective knowledge of the community, and in …show more content…

Social constructivists focus on the social nature of the learning process, as well as the reality that is constructed as a result of social interactions. Several research studies have concluded that the teacher’s attitude plays an important part in an overall learning process (O’Bien, 2007). Each day teachers are engaged in social interactions inherent in instruction, and these interactions will affect the attitudes of teachers. Measuring these attitudes as they are created is one of the objectives of this study.
Adherents of social constructivism feel most meaningful learning occurs when individuals are engaged in social activities with other human beings (McMahon, 1997 as cited by O’Bien, 2007). Social constructivism is based on the premise that the social world of the learner includes the learner, the teacher, friends, other students, and other people (Lawson, 2003).
Because the teacher plays such an important role in the education process, both in terms of what content is taught and what methods are used it, it seems that studying the underlying attitudes of teachers with the students in their classrooms would help teachers better understand the types of experiences that both students and social studies teachers have as well as the social interactions in the …show more content…

A proficiency test in social studies is also considered as an input in the study. This will serve as an instrument to assess the knowledge ability of the teachers in teaching social studies.
The process includes the development and validation of instructional model and learning in social studies. The results of the needs assessment may reveal the status of social science instruction in LHS of SUCs in Region I. This will become a logical basis for the formulation of training program for the social studies teachers. The training program of social studies teachers coupled with a validated learning plans for social studies would result to effective social studies teaching and learning process.
To determine the effectiveness of the learning plan and instructional model, it will be tried-out during the implementation of Training Program for Secondary Social Studies Teachers. Pretest and posttest will be administered before and after the training

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Engaging the Text 1. The subjects are the same, but the way it’s being taught in different social classes are different. Some methods to teaching is teachers do not use books and they only give the information and study guide to the student to read the books and answer the questions. Teachers do not teach kids how to think, but they want them to in professional schools. Other classes, teachers only teach students how to solve problems, but do not give information about the problem.

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You brought up a very interesting points about DBQ 'S. I hated DBQ 'S as a child, maybe it was because social studies was not my favorite subject. The part I hated the most was analyzing the documents and interpreting them in my own words. The most difficult part for me was citing lines from the document to support my answers. Similar to you experience with social studies class, I also believe that the vocabulary used in certain documents were not grade level vocabulary words. I think that if social studies class included a lot more informational reading, students will better interpret and understand the concepts of the subject area.

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Heather Spandau is a seventh grade social studies teacher at Gray Station Middle School in Jones County. Her teaching philosophy consists of the idea that all children can learn and building healthy relationships with students is key to being an effective teacher. She is passionate about Social Studies and determined to teach in a way that students will see the significance in the subject. Ms. Spandau expressed that the most important aspect of teaching Social Studies to middle grade students is to help them understand that they, too, can become well-rounded, successful citizens in today’s society, and can also influence others around them. Spandau feels that is extremely important to emphasize the importance of social studies to students because it is constantly present in the world around us, and also is what drives not only our society, but also the multitude of societies we as Americans associate with on a daily basis.

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The social learning theory is “a social learning

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Social process theory has several subdivisions including: social control theory, social learning theory and social reaction (labeling) theory (will only focus on social control theory). Social control theory insinuates every person has the possibility of becoming a criminal, but most people are influenced by their bonds to society. It contends that individuals obey the law and are less likely to commit crime if they have: learned self-control, attachment (to family, friends, peers, education, etc.), commitment (to school, learning, etc.), involvement (in leisure activities, sports, etc.), and belief (those that are positive). According to social control theory, an individual is more likely to be criminal/deviant if they are detached and alienated (from friends, education, family, etc.),

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First, the Social Learning theory is defined as when people or in this case juveniles learn from each other from either observation, imitation, or modeling. The version of this theory

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The Socio-behaviorist theory (behaviorism) Socio-behaviorists often study how children 's experiences model their behaviors (Nolan & Raban, 2015). Behaviorism believes that what matters is not the development itself, but the external factors that shape children 's behaviors (Nolan & Raban, 2015). This theory demonstrates that teachers and mentors dominate and instruct child-related activities, and they decide what children should learn and how to learn (Nolan & Raban, 2015). Reinforcement, which is an essential factor that helps children to learn particular behaviors, generally refers to rewards and punishments (Nolan & Raban, 2015). Children are more likely to repeat actions that result in receiving praise; in contrast, they may ignore or abandon behaviors that make them get punishment.

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Build positive relationships with students will help establish a more comfortable classroom environment. Michie have put a great amount of effort at trying to get to know his students on a more personal level, such as through individual home visiting and personal questionnaires about each student’s likes and dislikes about school. In order for students to feel that the information is relevant to them, teachers should make connections and relate to real life examples. Michie uses his past classroom experiences to connect to his students and further sparks class discussion. Michie would try to relate to what the students were going through in their lives to get to know them better.

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Finally, Dr. Victor Frankenstein is believed to be the real monster. He must be blamed for the events leading to death and eventually the monster. No blame should be put on the monster because he is an experiment that went wrong. Victor is the master-scientist behind the whole operation and is supposed to have its creation under control at all times. In fact, excess isVictor ambition to be famous that reaches the head, leaving him blind to all the possible consequences of their action.

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Social Reconstructionists, according to Schiro (2008) “assume that education, has the power to educate people, to analyze and understand social problems, envision a world in which those problems do not exist, and act so as to bring that vision into existence” (Schiro, 2008, pg 134). In other words, the aim of the Social Reconstruction Ideology is to have the Social Reconstructionist educator research real world issues, present them to the students, and have the students work together to create a solution to these problems. Besides the aim of Social Reconstruction, there are other elements of the ideology that requires further examination. While constructing curriculum, it is important to address the nature of knowledge, learning, teaching, the child, and

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This article aims to explore Piaget’s cognitive development theory and Vygotsky’s sociocultural cognitive theory. Piaget explicated people fundamentally improve their thinking in stage at distinct periods. In terms of Vygotsky’s sociocultural cognitive theory, it is inevitable to investigate the correlation between social interaction and individual cognitive development, the role of cultural tools in mental process, and the zone of proximal development(ZPD). In light of Piaget’s theory, there are four elements proposed to elaborate people gradually endeavor to interpret and interact with the world. To be precise, biological maturation, activity, social experience, and equilibration impinge on the development of thinking (Piaget,1970).

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That is, those results are more reasonable and believable. Also, social learning theory highly values person-in-environment, which can more comprehensively analyze human behavior with influence of social environment (Li, 2009). Besides, although the research on social learning theory focused on children, it does not ignore the roles of teachers, parents and elder family members in children’s lives. Actually, this theory encourages them to be a model and engage in children’s behavior learning process while the concepts of this theory is easy to understand.

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A social constructivist viewpoint needs a view that teachers have a responsibility for understanding the nature and level of each child’s learning and to use that knowledge to build their practices in a way that is relevant for particular children in particular contexts. Such a viewpoint can notify practices for insertion that are based on a very dynamic model of children’s learning. Finally, contructivism 's utmost influence to education may be through the change in emphasis from knowledge as a creation to deliberate as a process. This legacy of constructivism to be expected demonstrates to be a fixed and significant modification in the structure of

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