Within the last ten years or so there has been an increasing academic interest in group learning and the advantages to both knowledge acquisition and retention using social constructivism within a pedagogical strategy.
Social constructivism is describing a sociological theory of what “knowing” is and how you come to “attain knowledge”, within a social setting. It describes how groups construct knowledge for one another collaboratively and how a sub-culture evolves, within the group, of shared artifacts, language, signs, and symbols with shared meanings. When students are immersed in this kind of ‘meaning-creating’ culture, they are constantly learning to be an increasingly active part of the culture on many levels. The origins of social constructivism are attributed to the Russian psychologist Lev Vygotsky.