Social

Constructivism
Theory
By Natasha binti Roslan

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Contents of This Slides

1. Background of Social Constructivism Theory

2. View of Knowledge

3. View of Learning

4. View of Motivation

5. Implications of Teaching
” Social interaction
is the origin and
engine of learning.”

—Lev Vygotsky

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 Table of
Contents

Section 1

Section 2

0 1. Section 3

Section 4

Section 1 Section 5
Backgrou
nd of Soc
ial Constr
Theory uctivism
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 Table of
Definition of Social Contents

Constructivism
Section 1
Social :
Section 2
● Relating to society and living together in an
organized way
Section 3

Constructivism :
Section 4

● A theory that learning is an active process

Section 5
that people gain knowledge and
understanding through the combination of
experiences and ideas.
Background of Social Constructivism Table of
Contents

Section 1

Who developed this

theory? Focus of this theory Section 2

Section 3
developed by post-revolutionary  the role of social and cultural
Soviet psychologist Lev Vygotsky. interactions play in the Section 4
Vygotsky was a cognitivist, but learning process.
rejected the assumption made by
cognitivists such as Piaget and Section 5
Perry
 Quote from Vygotsky Table of
Contents

Section 1

Section 2

Section 3

Every function in the child’s cultural development appears twice: first, on the Section 4
social level and, later on, on the individual level; first, between people
(interpsychological) and then inside the child (intrapsychological). This applies Section 5
equally to voluntary attention, to logical memory, and to the formation of
concepts. All the higher functions originate as actual relationships between
individuals.
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02.
Section 2

Section 3

Section 4

ion 2
Sect
Section 5
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ledg
w of Know
Vie
 Table of
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Role of Section 1

Language and Section 2

Culture Section 3

Section 4

essential roles in human intellectual

Section 5
development
 Table of
Language and Culture Matters Contents

Section 1

Language and culture are the frameworks Section 2

through which humans experience,

communicate, and understand reality. Without Section 3

this interpersonal instruction, he believed

learner’s minds would not advance very far as Section 4

their knowledge would be based only on their

own discoveries. Knowledge is not simply Section 5

constructed, it is co-constructed.
 Table of
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Section 1

Section 2

Section 3

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Section 4

03. Section 3 Section 5

View of Learning
 Table of
Contents

Section 1

Zone Proximal Section 2

Development Section 3

 level of potential development as Section 4

determined through problem-solving
under adult guidance Section 5
 Table of
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Section 2

Section 3

Section 4

Section 5
 Table of
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Section 2
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Section 3

Section 4

Section
View of
4 04. Section 5

Motivati
on
 Extrinsic
Motivation

extrinsic motivation refers

What is Extrinsic to the behavior of
? individuals to perform tasks
and learn new skills
What drives us to do the
things we do? What is it that because of external rewards
pushes us to accomplish or avoidance of
things? punishment.
 Intrinsic
Motivation

Intrinsic motivation refers to

the act of doing something that
does not have any obvious
external rewards. You do it
because it’s enjoyable and
interesting to you, not because
of any outside incentive or
pressures.
What is Intrinsic ?
A key ability of successful
people is that they know
how to motivate themselves
effectively.
 Table of
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Section 1

Section 2

05. Section 3

Section 4

Section 5 Section 5
Implicatio
ns o f teaching
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 Implications of Teaching

Point 1 Point 2
develop teamwork skills  enables the teacher to help
the child attain that level
by themselves

Point 3 Point 3
Students are good at social students learn from each
skills other; they can assist one
another and co-construct CREDIT
S
knowledge.
Thank
You
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