Hardman, MA;
(2011)
The Dynamics of Group Learning.
In:
Towards a Global Competitive Learning Community – The Role of Active Pedagogy.
Kerala Department of Education: Thrivananthapurum, India.
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Abstract
Social constructivism dominates the literature on learning within the UK and underpins the notion of ‘active pedagogy’ in India. In this paper I shall discuss the limitations of social constructivist approaches in describing what happens within a classroom where there are a large number of young people interacting with a teacher and with each other. I will then draw on the field of complexity science to suggest how we might gain a deeper understanding of how learning takes place in groups of pupils than that provided by social constructivism. Following this I intend to draw on psychological and pedagogical perspectives to further develop this understanding of group learning. I shall place a particular emphasis on science education in the paper but the insights are applicable to the teaching of any classroom.
| Type: | Proceedings paper |
|---|---|
| Title: | The Dynamics of Group Learning |
| Open access status: | An open access version is available from UCL Discovery |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment > Centre for Teachers and Teaching Research |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10060896 |
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