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Knowledge built through shared social interactions.
Social constructivism is a theory of knowledge and learning that emphasizes the role of social interaction and cultural context in the construction of knowledge. It suggests that learning is a social process where learners actively construct their understanding of the world through interactions with others and their environment.
Key thinkers in this area:
Lev Vygotsky (1896–1934)
Key principles of social constructivism include:
Knowledge is a social product: According to social constructivism, knowledge is not an objective, pre-existing entity waiting to be discovered, but rather a product of social interactions and shared experiences. Individuals construct their understanding of the world based on their interactions with others.
Social interaction is crucial: Learning is seen as a collaborative process that occurs through meaningful interactions with others. These interactions can take various forms, such as discussions, group activities, and joint problem-solving. Through these social interactions, individuals negotiate and construct their understanding of concepts.
Cultural context matters: Social constructivism acknowledges the importance of cultural and historical contexts in shaping individuals' perspectives and knowledge. Cultural influences, norms, and values play a significant role in the construction of meaning and understanding.
Zone of Proximal Development (ZPD): The concept of the Zone of Proximal Development, introduced by psychologist Lev Vygotsky, is often associated with social constructivism. It refers to the gap between what a learner can do independently and what they can achieve with the help of a more knowledgeable person. Social interaction with more skilled individuals can scaffold and support learning within this zone.
Learning as an active process: Social constructivism emphasizes the active role of learners in the learning process. Rather than being passive recipients of information, learners actively engage with content, question their understanding, and make sense of new information through social interactions.
Teaching strategies that are linked to social constructivism
Encourage group activities and projects where students work together to solve problems, discuss ideas, and create solutions.
Foster a supportive and inclusive classroom environment where students feel comfortable sharing their thoughts and learning from each other.
Scaffold by providing support and guidance to students as they engage in more complex tasks. Gradually reduce assistance as they become more competent and confident.
Offer prompts, questions, or resources that help students build upon their existing knowledge.
Invite guest speakers or organize field trips to connect classroom learning with the outside world.
Present students with authentic, open-ended problems that require critical thinking and collaboration to solve.
Act as a facilitator, guiding the discussion rather than dictating information. Foster a culture of active listening and respectful disagreement.
Be attuned to the needs and interests of individual students, adapting teaching strategies accordingly.
Arrange the physical classroom in a way that supports collaboration, such as grouping desks for discussion or creating learning stations.
Use formative assessment methods that focus on the learning process rather than just the end product. This can include peer assessments, self-assessments, and feedback loops.
Provide constructive feedback that helps students understand their strengths and areas for improvement.
Read more here:
Adams, P. (2006). Exploring social constructivism: Theories and practicalities. Education, 34(3), 243-257.
Amineh, R. J., & Asl, H. D. (2015). Review of constructivism and social constructivism. Journal of social sciences, literature and languages, 1(1), 9-16.
Kalina, C., & Powell, K. C. (2009). Cognitive and social constructivism: Developing tools for an effective classroom. Education, 130(2), 241-250.
Palincsar, A. S. (1998). Social constructivist perspectives on teaching and learning. Annual review of psychology, 49(1), 345-375.
How does social constructivism apply to teaching your subject specialism?
How do FES learners respond to teaching underpinned by social constructivism?
How does social constructivism relate to SEND learners in the FES sector?
To what extent do learners actively construct their knowledge, and how much is shaped by social interactions and cultural influences?
How does language influence the way individuals interpret and negotiate meaning within a social context?
How does social constructivism redefine the roles of teachers and learners in the educational process?
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