Social Constructivism and Learning

Vygotsky’s socio-cultural theory postulates the significant role of society, culture, and environment in the cognitive development of humans. Learning occurs through shared activity, community engagement, dialogue, and communication, leading to the internalization of language and information by the learner. Parents, elders, caregivers, peers, and culture contribute significantly to developing the human brain and performing higher-order functions such as logic or problem-solving. The information gained through social interaction is internalized and appropriated by the learner, leading to new knowledge and skills. 

Throughout his work, Vygotsky used the dialectical method to analyze, explain, and describe interrelationships fundamental to human development; for example, mind and matter, language and thought, external and inner speech, nature and culture, and social and individual processes in the construction of knowledge (Steiner and Mahn, 1996, p. 195). Dawn (2021) cites Bakhurst stating, "The study of mind, of culture and of language in all its diversity is internally related". 

His theories are highly relevant for educators since, as per Vygotsky, social constructivism or learning happens through problem-solving experiences and scaffolding provided by the ‘more knowledgeable other’. Lave and Wenger (1991) affirm this belief, stating "that education ought to find tasks and activities situated in the real world and highlight the importance of relevant situations for learning".