Learning through the prism of social constructivism

Abstract

In today's understanding of human development and learning is increasingly emphasized the importance of contextual, particularly social impacts, as well as their dynamic interactions between the individual and vice versa, individual to them. A dynamic co-construction of these relationships creates an individual, where he was an active actor in the dynamics of change occurring in him, but in the surrounding area. Knowledge, skills, competencies are constructed based on the existing human experience and the context in which learning occurs. Fundamental changes in learning and teaching are the transition to an open system of knowledge and the focus on the very processes of learning. Learning and teaching are opened and viewed in a much larger material, social and cultural context than those closely educational. All this requires a redefinition of the curriculum, creating an enabling environment for teaching and learning, but also changed the general approach in teacher education.A short review of current constructivist interpretation of learning and the context in which it occurs is presented in the paper. The particular emphasis is placed on social constructivism, communities of practice/learning and the informal forms of learning. The paper provides an overview of the revised perspective on learning through a series of seven principles, and, ultimately, the reflection theory of social constructionism to the practice of school learning and teaching, as well.