Social constructivism emphasizes the importance of social interactions and cultural context in learning, suggesting that individuals learn best through collaboration and community engagement. It promotes teaching methods that involve group work, real-life problem-solving, and scaffolding to support students' development, as suggested by theorists like Lev Vygotsky. This approach is particularly valuable in science education, as it fosters collaborative learning, contextual relevance, and inclusive curricula that consider diverse perspectives.

1. SOCIAL
CONSTRUCTIVIST
THEORY
Carlos Hilado Memorial State University
Talisay City, Negros Occidental
Foundations of Science Education
Master of Arts in General Education – General Science
Reporters: Freddie E. Cabigon III & Lord William B. Pacurib

2. What is Social Constructivism?
Social constructivism says culture and social interactions are really
important for how we learn and think.
It means that people learn by being part of a community and
sharing experiences. As they engage with others, they develop
important thinking skills.
Learning is less about memorizing facts and more about
becoming part of a group that shares knowledge and practices.
This shared understanding helps individuals grow and learn
together.

3. Proponent of Social Constructivism
Lev Vygotsky disagreed with Jean Piaget, who
mostly saw learning as something we do on our
own.
• Vygotsky said that while our own thinking is
important, the people around us and the things
we experience play a huge role in how we learn.
• These outside influences, like the language we
hear and what we think about it, shape how we
understand the world.

4. The Theory of Scaffolding
• People learn better when
someone helps them.
• With this help, they get better
and can do more things on
their own.
• The key is to give them a
challenge that is just a little
harder than what they can do
alone, but still possible with
some support.

5. Social Constructivism in Classroom
Social constructivism in teaching means that teachers help students
learn by letting them work on interesting and real-life activities.
Instead of just giving them the answers, teachers guide
them through problems, encourage group work, and
support them with advice and praise.
This way, students stay motivated, learn from each other,
and grow mentally as they tackle challenges. Teachers,
classmates, and others in the community all play a part in
helping students learn.

6. Social Constructivism in Classroom
Group Work
In a group work, students talk about what
they know and help each other
understand things better.
• The teacher teaches them how to
work well together and share
knowledge.
• The people around a student, like
classmates and the culture they live
in, play a big role in how the student
learns and understands the world.

7. Social Constructivism in Classroom
Workshop
A workshop is a learning activity where
students are more involved in their own
learning.
• Students work together and share
their ideas, drafts, and finished work
with their classmates, their teacher,
and even people outside of the class,
like their parents.
• It's about learning by doing and
helping each other out.

8. Social Constructivism in Classroom
Anchored Instruction
Anchored instruction works by focusing lessons around a specific,
interesting topic that students can relate to.
• This method helps students think
more deeply and build skills for
solving problems and thinking
critically.
• It's like using a fun story or real-life
example to grab their attention and
help them learn better.

9. Literature Supports
Social constructivism is a learning theory that emphasizes the role of social
processes in knowledge creation and understanding (Milutinović, 2011).
• It posits that knowledge is constructed through interactions and
collaborative learning, with language and communication playing pivotal
roles (Saleem et al., 2021).
• This approach advocates for learner-centered and collaborative teaching
methods, encouraging students to actively engage in group discussions,
problem-solving, and knowledge sharing (Saleem et al., 2021).
• Social constructivism views learning as a self-directed, creative process
that can be activated but not fully controlled by teaching efforts (Siebert,
2004).

10. Literature Supports
• It distinguishes itself from radical constructivism by affirming that
human development is socially situated, and knowledge is
constructed through interaction with others (Brau, 2020).
• When applied as a culture rather than isolated activities, social
constructivism offers valuable insights for enhancing educational
theory and practice, promoting deep understanding and recognizing
the complexity of teaching and learning in school contexts
(Milutinović, 2011).

11. Literature Supports
Social constructivism in science education emphasizes the collaborative nature of
learning and the importance of cultural and social contexts (Rannikmäe et al.,
2020).
• It builds on constructivist principles but shifts focus from individual to social
construction of knowledge within scientific communities (Hodson & Hodson,
1998).
• This approach advocates for purposeful teacher intervention and views learning
as enculturation (Hodson & Hodson, 1998).
• Social constructivism can provide frameworks for multicultural science
education research, aiming to understand and reconstitute realities constructed
by various cultural groups to include scientific reality (Atwater, 1996).

12. Literature Supports
• The theory supports a "science for all" philosophy and emphasizes
student-relevant, motivational teaching modules that incorporate
contextualization and de-contextualization stages (Rannikmäe et al.,
2020).
• Overall, social constructivism offers a valuable perspective for
enhancing science education and promoting equitable learning
opportunities.

13. Applications to Science Education
Collaborative Learning: Encouraging group work allows
students to discuss and debate scientific concepts. Through
dialogue and collaboration, they can construct their
understanding collectively, building on each other's ideas.
Contextual Learning: Science lessons can be connected
to real-world contexts relevant to students' lives. This
approach helps students see the relevance of scientific
concepts and encourages them to explore and construct
knowledge based on their experiences.

14. Applications to Science Education
Problem-Based Learning (PBL): Presenting students with
real-life scientific problems encourages them to investigate,
hypothesize, and experiment collaboratively. This method
promotes critical thinking and allows students to take ownership
of their learning process.
Scaffolding: Teachers can provide support structures to help
students progress through complex concepts. This could
include guiding questions, prompts, or tools that help students
build on their prior knowledge and reach higher levels of
understanding.

15. Applications to Science Education
Peer Teaching: Allowing students to explain concepts to their
peers reinforces their understanding and helps develop
communication skills. Teaching others is a powerful way to
solidify knowledge and uncover gaps in understanding.
Cultural Relevance: Incorporating students' cultural
backgrounds and experiences into science curricula can
make learning more meaningful. Recognizing diverse
perspectives can enrich discussions and deepen
understanding of scientific concepts.

16. Applications to Science Education
Reflective Practice: Encouraging students to reflect on their
learning processes helps them recognize how they construct
knowledge. Journals, discussions, and self-assessments can
facilitate this reflection.
Inquiry-Based Learning: Allowing students to ask questions
and pursue answers through hands-on experiments fosters
curiosity and promotes active engagement in the learning
process. This method aligns well with the principles of social
constructivism, as students learn through exploration and
discussion.

17. IN BRIEF
Social constructivism is the idea that learning
happens best when people work together. It's not
something we do alone. Lev Vygotsky's idea,
called the Zone of Proximal Development (ZPD),
helps teachers plan lessons by focusing on what
students can learn with help.

18. IN BRIEF
Learning should connect to real-life situations, not
just stay in the classroom. What students
experience outside of school should connect to
what they learn inside. With the support of
teachers, friends, family, and the community,
students can understand things that would be too
hard for them to learn alone.