Cooperative learning in educational settings

Psychology -- Constructivism and Cooperative Learning

Social Constructivism involves learning with the help of others. Peers can be an important source of that help.

In general, social constructivism is the incorporation of alternate social constructs into a broader perspective of reality, to the extent that social constructs (rather than objective perceptions of reality) determine individual social and psychological orientation (Myers & Spencer, 2004; Santrock, 200 ). In the context of learning, collaboration with others is beneficial, primarily because it increases the awareness of the concept of social constructivism. In many cases, the experience of collaborating with other in a structured learning or vocational environment is their first direct exposure to different social constructs (Pinker, 2002).

Social Psychology theorists generally agree that context substantially influences perceptions about the external environment and social relations, but they disagree in their characterization of the degree of dependence of concepts of reality on social constructs on a spectrum between weak constructivism and strong constructivism (Aronson, Wilson, & Akert, 2003; Gerrig & Zimbardo, 2009). At the most extreme end of strong constructivism, there is no part of reality that exists independent of social constructs (Aronson, Wilson, & Akert, 2003).

Peer involvement benefits learning indirectly, such as where it inspires a general understanding of subjective social perspective in principle (Aronson, Wilson, & Akert, 2003; Pinker, 2002). It also benefits learning directly, such as by increasing the awareness among individuals of specific perspectives and approaches available within a broader range of social constructs and critical perspectives (Pinker, 2002).

How can small group projects be designed to foster cooperation and effective learning?

Small group projects can be designed to foster cooperation largely by introducing them specifically in the context of efforts to promote and benefit cooperation. Otherwise, there is probably considerable flexibility with respect to the manner in which specific group collaboration scenarios can be used to promote cooperation.

In one configuration, the group can be required to devise a detailed methodological approach to solving a problem by surveying the respective members of the group and then establishing a problem-solving strategy based on specific elements contributed by all of the different social constructs of individual group members.

In other configurations, the group collaboration process can also be used to promote effective learning. Specifically, both learning groups and working groups can often increase the ability of individuals to learn by expanding the range of the intellectual tools and perspectives in their skill sets (Myers & Spencer, 2004). Exposure and structured practical application of problem-solving strategies using approaches other than those upon which individuals usually rely can improve learning in both educational and vocational contexts (Myers & Spencer, 2004).