Informal learning through the prism of constructivist pedagogy

Review Article

Abstract

As a learning process that takes place in everyday life, in a person’s free time and interaction with the environment, informal learning is becoming the center of interest of numerous authors. In addition to many other aspects such as the possibilities of informal learning, where it takes place and under what conditions, when it can be intentional and when it is unintentional, what is the connection between formal and informal learning, the literature also deals with the theoretical foundations of informal learning. By providing a more inovative understanding of the learning process as a construction of knowledge that is created by shaping the information obtained on the basis of the students' previous experience, constructivist pedagogy can represent the foundations of informal learning. Constructivist pedagogy's commitment to understanding learning as dependent on students' prior experience and social interaction enables its observation in relation to informal learning. Accordingly, the aim of this paper is to point out the possibilities of observing constructivist pedagogy as the theoretical basis of informal learning, and it is achieved by applying the method of theoretical analysis and the technique of content analysis. The pedagogical implications of this work are reflected in a better understanding of informal learning and the illumination of its theoretical foundations.