ISSN 0579-6431

43 2 2011 177-194

37.013; 159.923:165
DOI: 10.2298/ZIPI1102177M

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14.7.2011; 22.11.2011.

Jovana Milutinovi
SOCIAL CONSTRUCTIVISM
IN THE FIELD OF EDUCATION AND LEARNING
Abstract
Social constructivism is, first and foremost, the theory of knowledge focused on the
role of social processes in knowledge creation. Its proponents are interested in interactions among people which are observed as the ways through which shared versions of knowledge are constructed. Starting from the widely acknowledged need for
learning with deep understanding and increased interest in the social context of learning, the paper theoretically analyses social constructivism and its influence on educational practice. The goal is to critically re-examine the social constructivist perspective as a theory of teaching and learning and point out to its educational values
based on certain conclusions mentioned in the literature. The paper also explores and
highlights the basic starting points of social constructivism as well as its different
interpretations. In addition, the paper studies relevant issues for education and learning suitable for applying social constructivism, both at the institutional and interpersonal level. It is concluded that social constructivism, applied in practice as a culture
rather than as a set of isolated activities, is highly significant for understanding the
complexity of the phenomenon of teaching and learning in school context, as well as
for providing concrete guiding ideas (learning through cooperation, discovering and
solving problems, joint exploration of knowledge and world reinterpretation) for enhancing educational theory and practice.
Key words: constructivism in education, social constructivism, school, situation learning, constructivist methods.

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