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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/1635

Title: Symbolic Interactionism (SI) as a Sociological Theory and its Application to Classroom Learning.
Authors: Sule, M. N.
Issue Date: Jun-2012
Publisher: Education and Development in Africa : Interfaces, Issues and Perspectives
Series/Report no.: ;Pp 121-125
Abstract: This work is a discussion paper on the basic principles of Symbolic Interactionism (SI) theory. It analyzed the principles within the action perspective while applying them to the process of learning in the classroom. The theory assumes a social constructivist role for the individual in society in a macro-level approach while seeing the learner applying them on a micro-level approach in the classroom. The learner is seen as a classroom constructivist for whom learning is his responsibility but with a ' mediator in the personality of an instructor. The paper articulated various recommendations for an enhanced learning process in the classroom based on quality social interactions. It sees quality learning as a solution lo the myriad social problems in society.
URI: http://hdl.handle.net/123456789/1635
Appears in Collections:Educational Foundation

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