Social constructivism is a social learning theory developed by Lev Vygotsky.
It emphasizes that individuals actively participate in the creation of their own knowledge (Schreiber & Valle, 2013).
Learning is primarily a social and cultural process, not just individual.
Focuses on interactions in dyads and small groups.
Key Concepts of Social Constructivism
Zone of Proximal Development (ZPD)
Core construct of Vygotsky's theory.
Delineates what a student can do independently and what they need help with from an instructor.
With assistance, students can master knowledge and skills not achievable alone.
Instructors play an integral role in the learning process (Chen, 2012; Schreiber & Valle, 2013).
Cognitive Behavioral Therapy (CBT) as Social Constructivism
CBT emphasizes the active role of the client in therapy.
The therapist acts as an educator rather than a passive listener.
The relationship is didactic and structured, focusing on cognitive restructuring and behavioral exercises.
Social Learning Theories
Learning occurs in a socio-cultural context.
Focus on interpersonal relationships, interactions, and observations.
Observational Learning
Developed by Albert Bandura.
Individuals learn by observing others.
Observable in group therapy settings.
Cognitive Apprenticeship
Learning through guided experience and scaffolding.
Instructors have a significant role, offering feedback and guidance until the student is independent.
Constructivism Overview
Individual Constructivism vs. Social Constructivism
Individual constructivism focuses on personal meaning-making.
Social constructivism emphasizes the social aspects of knowledge construction through group interactions.
Application in Education
Learning is seen as an active, constructive process.
Emphasizes authentic contexts and problem-based learning.
Old vs. New Assumptions About Learning
Old: Learning as acquiring abstract concepts, passive reception.
New: Learning involves active knowledge construction, situative context, and continuous growth.
Knowledge Transformation Processes
Core Processes
Personal Knowledge - Frameworks for interpreting the world.
Internalisation - Absorption of knowledge.
Creation of Knowledge - Combining existing knowledge.
Externalisation - Expression of knowledge into the physical world.
Objectivation - Shared social constructs.
Legitimation - Authorizing and validating knowledge.
Reification - Concepts become unquestionable and self-evident.
Socialisation and Institutionalisation
Socialisation: Induction into societal knowledge, shaping individual behavior.
Institutionalisation: Establishing predefined patterns of action and roles.
Social Construction of Technology (SCOT)
SCOT critiques technological determinism and emphasizes social construction in technological development.
Concepts include relevant social group, interpretive flexibility, closure, and stabilization.
Conclusion
Social constructivism offers a framework for understanding learning and knowledge construction as collaborative, interactive, and contextually situated.
Applies broadly across disciplines, including education and technology studies.