Who developed the social learning theory of social constructivism?

What does this theory state?

Where doesVygotsky believed that learning takes place?

What does the social constructivism theory focus heavily on?

From whom do students learn primarily?

What is the role of the teacher in the student's learning?

What does social constructivism is dependent on, for successful teaching and learning?

What is the zone of proximal development (ZPD)?

Social constructivism,

Michelle L. Davis, ... Jasper A.J. Smits, Learning Principles in CBT in The Science of Cognitive
Behavioral Therapy, 2017

Social constructivism, a social learning theory developed by Russian psychologist Lev Vygotsky, states
that individuals are active participants in the creation of their own knowledge (Schreiber & Valle,
2013). Vygotsky believed that learning takes place primarily in social and cultural settings, rather than
solely within the individual (Schreiber & Valle, 2013). The social constructivism theory focuses heavily
upon dyads (Johnson & Bradbury, 2015) and small groups. For instance, students learn primarily
through interactions with their peers, teachers, and parents, whereas teachers stimulate and facilitate
conversation through harnessing the natural flow of conversation in the classroom (Powell & Kalina,
2009). Social constructivism suggests that successful teaching and learning is heavily dependent on
interpersonal interaction and discussion, with the primary focus on the students’ understanding of the
discussion (Prawat, 1992).

One of the core constructs of Vygotsky’s theory of social constructivism is the zone of proximal
development (ZPD), which emphasizes the role of the instructor in an individual’s learning. The ZPD
delineates the activities that a student can do without help, and the activities the student cannot do
without the help of an instructor. The ZPD suggests that, with the help of an instructor, students are
able to understand and master knowledge and skills that they would not be able to on their own
(Schreiber & Valle, 2013). Once the students master a particular skill they are able to complete it
independently. In this theory, the instructor plays an integral role in the students’ acquisition of
knowledge, rather than serving as a passive figure (Chen, 2012; Schreiber & Valle, 2013).