Study of Social constructivism and its Implications for Teaching

Abstract

Social constructivism emphasises that all cognitive functions including learning are dependent on interactions with others (e.g. teachers, peers, and parents). Therefore learning is critically dependent on the qualities of a collaborative process within an educational community, which is situation specific and context bound (Eggen and Kauchak, 1999; McInerney and McInerney, 2002; Schunk, 2012). However learning must also be seen as more than the assimilation of new knowledge by the individual, but also as the process by which learners are integrated into a knowledge community.