Social constructivists believe that people use what they already know and understand to make sense of new knowledge and experiences. Social constructivism is a progressive method of education that allows for children to create their own theories and construct knowledge from peers, teachers, and their environment by being supported through a series of practices such as pedagogy of listening and observing, collaboration, and documentation. Theorists that greatly contributed to this method of education are Dewey, Piaget, Vygotsky, and Brunner.
- Learning must be authentic and appropriate for children's current level of development. Because constructing meaning is a process of building on what children already know and understand, children learn best when experiences reflect what is happening in the real world and capitalize on their prior knowledge.
- The shift is towards a teacher who is a "guide on the side", not a "sage on the stage". Constructivists know that carefully orchestrating an environment that fosters students' curiosity leads to real learning where simple transmission of knowledge does not.
- Children learn best when they are problem solvers and problem posers. That means that teachers will guide students' intellectual development by posing problems for students to investigate as well as empower students to satisfy their own curiosities by pursuing their own inquiries.
- The goal of learning is no longer simply the acquisition of knowledge, but rather the acquisition of knowledge, skills, and conceptual understanding.
- Taking the time for reflection on what students are doing or learning is essential to the construction of meaning.
- Students' communication with each other and with adults is one of the best ways to encourage construction of meaning. The different perspectives that peers offer during this social interaction allows them to refine and deepen their understandings.
- All of these facts mean that the process of constructing meaning is a very active process of thinking.
