Sociokonstruktivism

Sociokonstruktivism is a theoretical perspective that emphasizes the social and cultural influences on learning and knowledge construction. It posits that knowledge is not passively received but actively created by individuals through social interaction and participation in their communities. Key to this view is the idea that meaning is not inherent in objects or events but is negotiated and shared among people.

This approach, closely related to social constructivism, highlights the role of language, culture, and shared experiences in shaping our understanding of the world. Learning is seen as a process of enculturation, where individuals learn to think and act in ways that are valued within their social groups. Tools, symbols, and discourse are considered crucial mediators in this process.

From a sociokonstruktivist standpoint, education should foster collaborative learning environments where students can engage in dialogue, share perspectives, and co-construct knowledge. Teachers act as facilitators, guiding students through inquiry and encouraging them to question and build upon their existing understandings. The focus is on authentic tasks and real-world problems that require social interaction and problem-solving. Understanding is therefore not seen as an individual achievement but as a collective accomplishment.