This study explores the effectiveness of a social constructivist approach in fostering critical thinking skills among students in social studies classrooms. By engaging students in collaborative learning experiences, problem-based activities, and reflective discussions, this approach aims to create a dynamic educational environment that encourages active participation and deeper understanding of social studies content. The research was conducted in a diverse set of classrooms where various instructional strategies were implemented over a semester. Data were collected through observations, student reflections, and assessments of critical thinking skills before and after the intervention. The findings indicate a significant improvement in students' ability to analyze, evaluate, and synthesize information, demonstrating the positive impact of social constructivist strategies on critical thinking. This study underscores the importance of adopting interactive and student-centered pedagogies in social studies education to cultivate critical thinkers who can engage meaningfully with complex social issues.

Social constructivism, Critical thinking, Social studies education

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