Social constructivism in the classroom

Abstract

Children can often feel alienated by the experience of school when they feel no account is taken of their interests, experiences or opinions. Social constructivist approaches view teaching and learning as a shared social experience in which meanings are jointly and actively constructed and where more knowledgeable 'others' such as teachers, teaching assistants or other children or adults help to build and develop children's understandings. In this chapter Judith Watson, from the University of Edinburgh, explores how this approach could support children who experience difficulties in learning, although her arguments also have implications for teaching and learning for all children.