Kelompok 3 - Sociocultural Constructivist

Sociocultural Constructivist Theory Of Learning
Group 3
Firza G (0203521041)
Lucky Kristina D (0203521047)
Fahmi Arif S (0203521049)
APPLIYING THIS THEORY
THEORY INTO PRACTICE
(TEACHERS & STUDENTS)
CONCLUSION
Constructivist
This theory was introduced by Jerome Bruner in 1966 (Olorode

and Jimoh, 2016). The theory states that people construct their
own understanding and knowledge of the world, through
experiencing things and by reflecting on those experiences. This
theory is based upon the principles of cognitive theory, hence
sometimes referred to as cognitive constructivism
Sociocultural constructivist
• According to Vygotsky, language and culture play essential roles both
in human intellectual development and in how humans perceive the
world. This is to say that learning concepts are transmitted by means
of language, interpreted and understood by experience and interactions
within a cultural setting.
• Perhaps the best way of defining the social constructivist model of
teaching is to say that it represents a set of pedagogical intentions that
can be realise in a variety of forms. These intentions focus on the need
to bring about intellectually significant changes in the minds of
students through social processes.
Theoretical basis of the nature of learning on
social constructivist teaching
The view that students must construct knowledge for
themselves.
No matter how well a teacher uses language to explain
something, each student must make their own sense of what
the teacher is saying based on their previously acquired
knowledge and experiences.
The view that learning is a by-product of participation in a
community. What is significant in any learning activity is that
the learner is primarily concerned with playing a role.
Different Kinds of Classroom Contexts Based on The
Theory
First, and perhaps most often studied, is the teacher managed (or facilitated) whole-
class discussion in which students and teacher together engage with significant
issues or problems in mutually constructive and reasoned ways (cf. O'Connor &
Michaels, 1996; Varelas, Luster & Wenzel, 1999).
Second, researchers have studied the way students working in small groups engage
with academic problem solving activities as they manage their interactions with
each other and with relevant materials (cf. Anderson et al., 2001; Hogan, Nastasi &
Pressley, 2000).
Third, there are studies that focus on the ways students engage in physical activities
(such as science experiments) or use resources (such as computers) in ways that
facilitate or constrain intellectual processing and knowledge construction (cf., Roth,
McGinn, Woszczyna & Boutonn6, 1999).
Students’ Effect Based on The Theory
Teacher’s Role Based on Social Constructivism Theory
Teacher’s Role Based on Social Constructivism Theory
Provide a social constructivist classroom environment that will boost group

interaction.
Discourage competition while encouraging collaboration and sharing of experience

among students.
Consider the students opinion or contribution as important whether right or wrong.
Providing the necessary resources and guidance needed to prompt the students into
knowledge construction in the desired direction.
Teacher’s Role Based on Social
Constructivism Theory
Ensure that students feel secured to ask/answer questions, interact
and contribute to group discussions freely
Ensure that more and less brilliant students learn from each other.
Provide scaffolding support where necessary, at the right time and

the right level.
Conclusion
From this subject, we learn that the theory of sociocultural

constructivism more focusing on student activity than the teacher’s
explanation. Because the basic of constructivism theory is about
exploring knowledge individually or with colleagues, not by the source
from a teacher.
REFERENCES
• Brophy, Jere, editor. “SOCIAL CONSTRUCTIVIST TEACHING:
AFFORDANCES AND CONSTRAINTS.” ADVANCES IN RESEARCH ON
TEACHING, vol. 9, 2002, pp. 43–44.
• Akpan, Vera Idaresit, et al. “SOCIAL CONSTRUCTIVISM: IMPLICATIONS
ON TEACHING AND LEARNING.” British Journal of Education, vol. 8,
no. 8, Sept. 2020, pp. 49–56.

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Sociocultural Constructivist Theory Of Learning

This theory was introduced by Jerome Bruner in 1966 (Olorode

Provide a social constructivist classroom environment that will boost group

Discourage competition while encouraging collaboration and sharing of experience

Consider the students opinion or contribution as important whether right or wrong.

Provide scaffolding support where necessary, at the right time and

From this subject, we learn that the theory of sociocultural

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