Neoconstructivism

Neoconstructivism is a philosophical and theoretical approach that emerged in the late 20th century, building upon and often critiquing earlier constructivist ideas. It emphasizes the active, constructive role of the learner in making meaning. Unlike traditional views that see knowledge as passively received, neoconstructivism posits that individuals create their own understanding and knowledge through their experiences and interactions with the world.

A key aspect of neoconstructivism is the idea that learning is a social and collaborative process. It suggests that knowledge is not simply an individual construct but is also shaped through dialogue, negotiation, and shared experiences with others. This social interaction plays a crucial role in challenging existing beliefs and fostering new understandings.

Furthermore, neoconstructivism highlights the importance of context in learning. It argues that knowledge is situated and dependent on the specific environment and circumstances in which it is acquired. Therefore, effective learning often involves authentic, real-world tasks and problems that allow learners to apply their developing knowledge in meaningful ways. The focus is on understanding how individuals make sense of their experiences and how this sense-making is influenced by both internal cognitive processes and external social and environmental factors.