Social Constructivism

Social Constructivism is a learning theory that stresses the importance of social interaction in

shaping meaning and knowledge (Vygotsky, 1978). It incorporates collaborations with others to

construct meaning through a channel of active learning, thinking and hands on approaches in a

social environment (Jordan, Carlile, Stack, 2009). The three, Year six migration lessons (Humanities

and Social Sciences) that have been planned as a series of ICT integrated lessons are underpinned by

social constructivism. All lessons emphasis social interactions- working alongside peers to create and

display knowledge as a ‘community of learners’ rather than independent workers (Rachamim &

Orland-Barak, 2016).

In lesson 1, students will be analysing and reflecting on migrants personal experiences. Learning and

creating meaning through the experiences of others is a key principle in the social constructivism

theory (UCD Dublin, N.D).

Lesson 2 will require students to work in pairs to research a previous event that caused a spike in

migration to Australia. It provides opportunities for less and more advanced students to work

together. Choice in this lesson motivates and encourages students in the learning as students are

encouraged to pick the event that interests them the most. For students to take most out of an

educational task it is most effective when it is something that the individual is genuinely interested

in. These are both key principles in the social constructivism theory (UCD Dublin, N.D).

Lesson 3 again highlights social constructivism, prior to this lesson students are required to seek and

find out about their own family migrant history and then plan an interview to find out about a peers.

Listening and learning through the stories of others and comparing it to individuals personal

experiences allows the student to better understand Migration as a whole.

All lessons have a strong focus on ICT, which in an ever changing world is essential for students

(Goodwin et al, 2015). ICT and social constructivism are at the core of today’s teaching and learning
experiences- ICT has expanded the reach of information, stories, views etc. that students can access.

This has enabled students to receive different lenses to see things in a new way which is essential in

creating meaning and knowledge, this is social constructivism (Pritchard & Woollard, 2010).
 References
Goodwin, A., Low, E., Ng, P., Yeung, A., & Cai, L. Enhancing playful teachers' perception of the
importance of ICT use in the classroom: The role of risk taking as a mediator [online].
Australian Journal of Teacher Education (Online), 40:4, 133-150. Received
from: https://search-informit-com-
au.ipacez.nd.edu.au/documentSummary;dn=081113454302676;res=IELAPA> ISSN: 1835-
517X

Jordan, A., Carlile, O., & Stack, A. (2009). Approaches to Learning: A Guide for Teachers. (p.59-60).
Milton Keynes: United Kingdom. Open University Press.

Pritchard, A., & Woollard, J. (2010). Psychology for the Classroom: Constructivism and Social Learning.
(p.34-44). Received from source:
https://ebookcentral.proquest.com/lib/unda/reader.action?docID=515360&query=

Rachamim, M., & Orland-Barak, L. (2016). Constructing meaning in a community of learners: the ‘star’
pattern of talk, Oxford Review of Education, 42:4, 475-490, DOI:
10.1080/03054985.2016.1200022

UCD Dublin. (N.D). Education Theory: Constructivism and Social Constructivism in the Classroom.
Retrieved: 12 March 2018, from
http://www.ucdoer.ie/index.php/Education_Theory/Constructivism_and_Social_Constructivism_in_
the_Classroom

Vygotsky, Lev (1978). Mind in Society. London: Harvard University Press.