A summary on improvement of equity in teaching and learning through social constructivism
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A summary on improvement of equity in teaching and learning through social constructivism
Improving learning equity through a social constructivism approach to teaching and learning is the title of the article authored by Edmore Mutekwe of Vaal University in South Africa. The Mediterranean Journal of Social Sciences published the article in December 2014. The article contains nine sections dedicated to strategies that can be used to improve equity in learning, inclusive of the conclusion and the citations.
First, the author starts by shedding light on the study’s topic in the introduction and background of the study. Here, he starts by stating that teaching had shifted from the primitive and archaic methods of instruction to modern constructivist approaches that promote equity in learning. (Black, 2012) The author also defines social constructivism as; ”epistemology that foregrounds the social construction of knowledge through interactive learning and teaching activities.” He emphasizes the importance of indigenous education in promoting equity in learning by recognizing the different cultures globally. In essence, human diversity must be considered to eliminate poverty and ignorance on earth. (Brown, Collins, and Duguid, 1989).Secondly, the author of this article points out that equal educational opportunities alone are not sufficient in empowering the learners. He insists that while in school, learners from different backgrounds must be treated as equals and without bias. He points out that learning will only be meaningful and important if issues such as sex, age, ethnicity, and religion are put on a pedestal. Thirdly, the author records that a mediator may be required to facilitate some teaching and learning experiences. (May, and Aikman, 2003). In essence, the mediator’s role will be to assist the learners in understanding the content taught in class better. The mediator is also supposed to make learning not only easier but also enjoyable. In the fourth passage, the author highlights the importance of applying different learning tools to elevate learners’ mental functions. Learning tools and mediators are similar in that both bring learning to a social level. Here, other sources that back the application of mediators and learning tools are cited.
Furthermore, the author also points out the importance of simulated learning approaches and the use of indigenous knowledge systems to promote learning equity. Simulated approaches involve discussions and use of questions, while indigenous methods include; storytelling, observation, and imitation. (Pewewardy, 2002) According to the author, many benefits can be acquired from social and cultural teaching strategies, such as the empowerment of learners and the promotion of justice.
Conclusion
With all that in mind, I submit that the article is well authored, as it addresses pedagogical issues stretching from the distant past to modern times with clear analysis and articulation. With its numerous sources and citations, it opens the door to the reader for further research and extended writing in the field of pedagogy. Furthermore, the author brings out simulated learning as a future research field that may promote equity in learning and eliminate bias.
A summary on improvement of equity in teaching and learning through social constructivism
Student’s Name
Instructor’s Name
University affiliation
Course
Date
A summary on improvement of equity in teaching and learning through social constructivism
Improving learning equity through a social constructivism approach to teaching and learning is the title of the article authored by Edmore Mutekwe of Vaal University in South Africa. The Mediterranean Journal of Social Sciences published the article in December 2014. The article contains nine sections dedicated to strategies that can be used to improve equity in learning, inclusive of the conclusion and the citations.
First, the author starts by shedding light on the study’s topic in the introduction and background of the study. Here, he starts by stating that teaching had shifted from the primitive and archaic methods of instruction to modern constructivist approaches that promote equity in learning. (Black, 2012) The author also defines social constructivism as; ”epistemology that foregrounds the social construction of knowledge through interactive learning and teaching activities.” He emphasizes the importance of indigenous education in promoting equity in learning by recognizing the different cultures globally. In essence, human diversity must be considered to eliminate poverty and ignorance on earth. (Brown, Collins, and Duguid, 1989).Secondly, the author of this article points out that equal educational opportunities alone are not sufficient in empowering the learners. He insists that while in school, learners from different backgrounds must be treated as equals and without bias. He points out that learning will only be meaningful and important if issues such as sex, age, ethnicity, and religion are put on a pedestal. Thirdly, the author records that a mediator may be required to facilitate some teaching and learning experiences. (May, and Aikman, 2003). In essence, the mediator’s role will be to assist the learners in understanding the content taught in class better. The mediator is also supposed to make learning not only easier but also enjoyable. In the fourth passage, the author highlights the importance of applying different learning tools to elevate learners’ mental functions. Learning tools and mediators are similar in that both bring learning to a social level. Here, other sources that back the application of mediators and learning tools are cited.
Furthermore, the author also points out the importance of simulated learning approaches and the use of indigenous knowledge systems to promote learning equity. Simulated approaches involve discussions and use of questions, while indigenous methods include; storytelling, observation, and imitation. (Pewewardy, 2002) According to the author, many benefits can be acquired from social and cultural teaching strategies, such as the empowerment of learners and the promotion of justice.
Conclusion
With all that in mind, I submit that the article is well authored, as it addresses pedagogical issues stretching from the distant past to modern times with clear analysis and articulation. With its numerous sources and citations, it opens the door to the reader for further research and extended writing in the field of pedagogy. Furthermore, the author brings out simulated learning as a future research field that may promote equity in learning and eliminate bias.
