PERENNIAL JOURNAL OF HISTORY

This study aimed to examine social constructivism as a learning theory and its implications for teaching methods, student motivation, and the whole teaching/learning process. Social constructivism is a collaborative learning approach that emphasizes student involvement, discussion, and knowledge exchange. According to social constructionism, we never know universally true or untrue, good or bad, right or wrong. Each of us invents our universe based on our impressions of reality. Language, communication, and speech are social constructions in social constructionism and occupy a pivotal position in the interactive process we comprehend the world and ourselves. It is the teacher's responsibility to use learner-centered and collaborative teaching approaches. The underlying factor is that students collaborate in groups to share ideas, solve problems, or create something new to add to their existing knowledge. This learning theory stresses active interaction among learners, the teacher, and other components of the teaching-learning process rather than teacher monotony in the classroom. It also exhibits pupils to remember facts they uncover and construct themselves rather than those the teacher tells them.

Social Constructivism: A New Paradigm in Teaching and Learning Environment