How Social Constructivism Underpins the Curriculum

Social constructivism is a learning theory that “describes the interconnections among individuals and

their social worlds” (Walker & Shore, 2015, p. 2). Social constructivism then can be used in the

classroom, as students will learn based on their experiences with other students and teachers. The theory

then suggests that students will “construct knowledge and meaning from their experiences” (The

University of Sydney, 2018) within the classroom. The Australian curriculum is underpinned by social

constructivism in several ways. The School Curriculum and Standards Authority (SCSA) identifies

seven general capabilities which assist students in gaining knowledge and skills to successfully “live

and work in the twenty-first century” (Government of Western Australia, School Curriculum and

Standards Authority, 2014). Social constructivism underpins the general capabilities of ICT, critical

and creative thinking and personal and social capability. This is shown as social constructivism within

the classroom “fosters motivation for independent learning, enhances critical thinking skills and

problem-solving and promotes subject- matter understanding, curiosity, increased confidence, and

teamwork” (Walker & Shore, 2015, p. 3). Social constructivism also underpins the teaching discipline

of Humanities and Social Sciences, in particular, History. Within the Year 8 History lesson plan, social

constructivism has been utilised through the use of student learning ICT resources and an inquiry-based

focus within the three lessons. Chosen ICT resources within the lessons are underpinned by social

constructivism as students reflect their experiences with ICT through the “realisation of meaningful,

authentic, active- reflective and problem- based learning” (Dimitris Alimisis, Department of Education,

2007). As social constructivism in the classroom is prone to shift from teacher focus to student focus,

it, therefore, underpins the student inquiry-based feature within the lessons. Through students

researching to attain their knowledge of the topic, students are given the responsibility for their learning.

Therefore, students are “urged to be actively involved in their process of learning” (Educational

Broadcasting Corporation, 2004), which is a crucial feature of social constructivism, as students can

reflect on their experiences of learning.

 References

Dimitris Alimisis, Department of Education. (2007). Teacher education to promote constructivist use

of ICT: Study of a logo-based project. Retrieved from

http://www.di.unito.it/~barbara/MicRobot/AttiEuroLogo2007/proceedings/P-Alimisis2.pdf

Educational Broadcasting Corporation. (2004). How does this theory differ from traditional ideas

about teaching and learning?. Retrieved from

https://www.thirteen.org/edonline/concept2class/constructivism/index_sub1.html

Government of Western Australia, School Curriculum and Standards Authority. (2014). General

capabilities in the western Australian curriculum. Retrieved from

https://k10outline.scsa.wa.edu.au/home/teaching/general-capabilities-over/general-

capabilities-overview/general-capabilities-in-the-australian-curriculum

The University of Sydney. (2018). Constructivism. Retrieved from

http://sydney.edu.au/education_social_work/learning_teaching/ict/theory/constructivism.shtm

Walker, C. L., & Shore, B. M. (2015). Understanding classroom roles in inquiry education: Linking

role theory and social constructivism to the concept of role diversification. Sage Open, 5(4),

1- 13. doi: 10.1177/2158244015607584