iarjhssIARJHSSIARJHSS2708-6267https://doi.org/10.47310/iarjhss.2021.v02i02.025Essence of Social Constructivist Approach in Teaching-Learning Scenario and Revolving Questions on Its Relevance in Technological EraSmritikanaRoyBirbalSahaResearch Scholar, Department of Education, Sidho-Kanho-Birsha University, Ranchi-Purulia Road, Pin 723104, Purulia, West Bengal, IndiaProfessor, Department of Education, Sidho-Kanho-Birsha University, Ranchi-Purulia Road, Pin 723104, Purulia, West Bengal, IndiaLearning can never be incidental and externally imposed to the students. It is a spontaneous, active, conscious, dynamic and social process where learners are the makers of their own knowledge and understanding. Constructivist view supports that knowledge is constructed actively and consciously by the learners where their socio-cultural background plays a fundamental role in the knowledge construction process. Children are the central part of education, so learner-centric education is necessary for reforming the traditional teaching-learning system. Constructivist approach is the best approach of teaching-learning that changed the former view of teaching-learning. Here the learners get the opportunity to learn according to themselves and construct their own understanding with the supportive assistance of teachers. Students learn more and enjoy their learning if there are possibilities of learning by performing and teachers provide all the facilities to the students, keeping the value of individual differences in their mind. Vygotsky’s Social Constructivism gives emphasis on exchange of ideas through social interaction. He appreciated the role of society in child learning process. The present study tries to give light on constructivist approach in teaching-learning and some questions rotating on people’s mind regarding the use of this approach in the education of technological era.