Scribd
Upload
147 views

Social Constructivism As A Learning Theory

Social constructivism is a learning theory developed by Lev Vygotsky that posits knowledge is constructed through social interactions and experiences. It emphasizes collaborative learning where students build knowledge together through group work and sharing ideas. The theory has five attributes: active learning through rearranging information, constructive integration of new and prior knowledge, authentic real-world learning, cooperative interaction with others, and intentional student-driven goals. A sample lesson plan demonstrates using these attributes through activities like group mind mapping and creating a video presentation.

Uploaded by

api-409521897
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
147 views

Social Constructivism As A Learning Theory

Social constructivism is a learning theory developed by Lev Vygotsky that posits knowledge is constructed through social interactions and experiences. It emphasizes collaborative learning where students build knowledge together through group work and sharing ideas. The theory has five attributes: active learning through rearranging information, constructive integration of new and prior knowledge, authentic real-world learning, cooperative interaction with others, and intentional student-driven goals. A sample lesson plan demonstrates using these attributes through activities like group mind mapping and creating a video presentation.

Uploaded by

api-409521897
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 3

Social Constructivism as a Learning Theory

Social constructivism is a learning theory developed by psychologist Lev Vygotsky that

accounts for how people learn (The University of Sydney, 2018). The theory suggests that

individuals’ knowledge and understanding is derived from their social interactions with others

(Knapp, 2019). According to Knapp (2019), social constructivism as a learning theory often favours

a collaborative approach to student learning through social interactions in group settings.

The learning theory is comprised of the following five attributes: active, constructive,

authentic, cooperative, and intentional. Firstly, the attribute ‘active’ is the rearrangement of

information into a different format and the observation of product, which will enable better student

understanding (Macnish, n.d.). This was demonstrated in the forward planning document as for one

lesson the students were required to rearrange their research conducted on the causes and symptoms

of the Black Death into an online mind map using the ICT tool Popplet, collaboratively in a small

group.

Secondly, the attribute ‘constructive’ involves the integration of new experiences with prior

knowledge, allowing students to build upon their knowledge in order to create new meanings

(Macnish, n.d.). This was showcased in the forward planning document as ICT tools such as online

assessment quizzes, Socrative and Kahoot, were utilised to either assess prior knowledge, or the

students’ understanding as a result of the lesson.

Thirdly, ‘authentic’ is used to describe learning that relates to the real world context,

allowing for increased student understanding (Macnish, n.d.). For example, for the students’ final

project, they were required to compose an iMovie in the format of an interview or news segment on

the causes and symptoms of the Black Death, and the responses of different groups in society to the

spread of the disease. By using this ICT tool to present the project, the students were able to learn
about a historic event from the past, whilst applying their knowledge in an interview or news report

format that they would typically view on TV.

Moreover, ‘cooperative’ refers to learning that is carried out through interaction with others,

which allows for the knowledge gained to have greater meaning (Macnish, n.d.). This attribute was

demonstrated throughout the forward planning document as each lesson plan consisted of at least

one opportunity for students to engage in collaborative learning. These include collaborative mind

mapping, the construction of an iMovie presentation in small groups, and a jigsaw exercise. These

activities were centred on group learning and the sharing of ideas in a supportive and collaborative

environment.

Lastly, the attribute ‘intentional’ involves allowing learners to articulate their goals for

meaningful learning, as it enables the student to have greater control over their learning (Macnish,

n.d.). This was demonstrated in the forward planning document as each lesson plan was driven by a

series of learning objectives that would scaffold the students’ learning and achievements as a result

of the lesson. Moreover, students were given the creative freedom as to how they were to present

their information on the topic of the Black Death in their summative assessments, including the

mind map, cartoon strip and iMovie. Whilst students were provided with the learning intentions,

through the collaborative tasks they were able to achieve their own learning goals for the lesson.
References

Knapp, N. F. (2019). The shape activity: Social constructivism in the psychology classroom.

Teaching of Psychology, 46(1), 87-91. doi: 10.1177/0098628318816181

Macnish, J. (n.d.). Social constructivism example [Prezi presentation] Retrieved from http:/

missionpossible1.weebly.com/apollo.html

The University of Sydney. (2019). Constructivism. Retrieved from http://sydney.edu.au

education_social_work/learning_teaching/ict/theory/constructivism.shtml

You might also like