This chapter considers the similarities between Constructivism and Social Constructivism, seen as two learning theories sharing a multitude of underlying assumptions. Major aspects, more specific to Social Constructivism, such as an emphasis on the collaborative nature of learning and the importance of a cultural and social context, are elaborated within the frame of an ‘education through science’ paradigm. Bruner’s ideas are introduced, especially emphasising the role of the teacher and instruction, plus different processes used by learners in undertaking problem-solving and socio-scientific decision-making. The need and constraints for curriculum change, initiated by Bruner, based on the notion that learning is a social process in which students construct new ideas, are discussed from different stakeholder viewpoints, building on students’ current knowledge and experiences. A theoretically justified case study, carried out under the framework of a research project, funded by the European Commission, is introduced. This focuses on a student relevant and motivational science teaching module, using the concept of contextualisation, re-contextualisation and de-contextualisation stages of the learning frame and encompassing a science for all philosophy associated with ‘education through science’. The uniqueness of the case study is the student’s socio-constructivist input into creating a scenario, which becomes the frame for initiating the overall teaching module, created by science educators. Also discussed is how a social constructivist approach covers different levels: learning and teaching. The overall conclusion leads to the recommendation that social constructivism, as an educational theory, needs greater acknowledgement in science education circles.
