Social constructivism is a theory of cognition and learning that argues that the categories of knowledge and reality are actively created by social relationships and interactions. Based on the work of theorists such as L. S. Vygotsky, it focuses on the personal construction of knowledge through social interaction.
Constructivism and social constructivism
Constructivism is an epistemology, a learning or meaning theory that explains the nature of knowledge and the learning process of people. He argues that people create their own new knowledge in the process of interaction, on the one hand, between what they already know and believe, and the ideas, events and actions with which they are in contact, on the other. According to the theory of social constructivism, knowledge is acquired through direct participation in the learning process, and not through imitation or repetition. Learning activity in a constructivist environment is characterized by active interaction, inquiry, problem solving, and interaction withothers. The teacher is a guide, facilitator and challenger who encourages students to ask questions, challenge and formulate their own ideas, opinions and conclusions.
Pedagogical tasks of social constructivism are based on the social nature of cognition. Accordingly, approaches are proposed that:
- provide learners with specific, contextually meaningful experiences through which they seek patterns, raise their own questions, and build their own models;
- create conditions for learning activities, analysis and reflection;
- encourage learners to take greater responsibility for their ideas, to ensure autonomy, to develop social relationships and empowerment to achieve goals.
Prerequisites for social constructivism
This educational theory emphasizes the importance of culture and context in the process of knowledge formation. According to the principles of social constructivism, there are several prerequisites that determine this phenomenon:
- Reality: Social constructivists believe that reality is built through human action. The members of society together invent the properties of the world. For a social constructivist, reality cannot be discovered: it does not exist prior to its social manifestation.
- Knowledge: For social constructivists, knowledge is also a human product and is socially and culturally constructed. People create meaning throughtheir interaction with each other and with the environment in which they live.
- Learning: Social constructivists view learning as a social process. Not only does it take place within a person, but it is not a passive development of behavior that is shaped by external forces. Meaningful learning happens when people engage in social activities.
The social context of learning
It is represented by historical events inherited by students as members of a particular culture. Symbol systems such as language, logic, and mathematical systems are learned throughout a student's life. These symbol systems dictate how and what to learn. Of great importance is the nature of the student's social interaction with knowledgeable members of society. Without social interaction with more knowledgeable others, it is impossible to get the social meaning of important symbol systems and learn how to use them. So, young children develop their thinking abilities by interacting with adults.
Learning theory
According to L. S. Vygotsky, the founder of social constructivism, knowledge is formed through social interaction and is a common, not individual experience.
Learning theory suggests that people create "meaning" from educational experiences by learning with others. This theory states that the learning process works best when learners function as a social group that co-createsa common culture of artifacts with a common meaning.
In this theory, the leading role is assigned to the activity of people in the learning process, which distinguishes it from other educational theories, mainly based on the passive and receptive role of the student. It also recognizes the importance of symbol systems such as language, logic, and mathematical systems that are inherited by students as members of a particular culture.
Social constructivism suggests that students learn concepts or create meaning from ideas through their interaction with other ideas, their world, and through interpretations of that world in the process of actively building meaning. Students create knowledge or understanding through active learning, thinking and working in a social context.
According to this theory, the learner's ability to learn depends to a large extent on what he already knows and understands, and the acquisition of knowledge should be an individually tailored building process. Transformational learning theory focuses on the often needed changes that are required in the learner's bias and worldview.
Constructivist philosophy emphasizes the importance of social interactions in the construction of knowledge.
According to social constructivist learning theory, each of us is formed through our own experiences and interactions. Each new experience or interaction is fed into our schemas and shapes our perspectives and behaviors.
