Social Cognitive Instruction

About the Book

Teachers and students interact reciprocally in the main stages of teaching and learning, and students should have the opportunity to participate more actively. To this end, this small book attempted to integrate Skinnerians’ theories of systematic instruction and constructivists’ theories into the social cognitive theory for instruction, based on not only Bandura’s social cognitive theory, Vygotsky’s sociocultural interaction, and Slavin’s cooperative learning, but also Tylerians’ sequential frameworks of curriculum and instruction as well. In instruction based on this social cognitive model, students can have more opportunity to participate in and discuss classroom activities, and they can self-regulate their learning. This book will be helpful for prospective teachers in programs for elementary and secondary schools at university, especially for science, physical, music, practical arts, and fine arts education, as well as professors in medical, dental, and science education, in that these subjects are more including practical (or clinical) performance in a class. This book consists of six chapters. Chapter 1 is the introduction and explains the rudimentary theories and the overall structure of this book in a comprehensive manner. The model of instruction based on social cognitive theory comprises five stages: Cooperative setting of instructional goals, pyramid of thought and action and the instructional sequence, help seeking and observation learning, self-regulated learning, and a triadic assessment of performances. Bandura, Vygotsky, and Slavin’s basic concepts on thought and action of students and teachers will be merged in each stage or chapter based on results from the empirical studies conducted thus far.

About the Author

He received a PhD degree in Educational psychology from Korea University, Seoul, Republic of Korea in February 2001. Email: kyscmy33@naver.com