How is learning viewed according to the social constructivist theory?

In social constructivist theory, learning is fundamentally viewed as a collaborative process where knowledge is constructed through social interaction among learners. This perspective emphasizes that individuals do not learn in isolation; rather, they engage with others, share ideas, negotiate meanings, and build understanding collectively. Through dialogue, teamwork, and social engagement, learners contribute diverse perspectives that enhance the overall comprehension of concepts.

This approach is rooted in the work of theorists like Vygotsky, who posited that social context plays a critical role in cognitive development. The interactions learners have with peers, teachers, and their broader community help shape their understanding and ability to think critically. As such, knowledge is not merely transmitted from teacher to student or memorized by individuals; instead, it emerges from dynamic interactions, making the learning experience richer and more meaningful.

The other choices do not align with this view of learning as they suggest isolation in the learning process or a passive absorption of knowledge rather than the interactive, collaborative construction of understanding that social constructivism promotes.