An active social science classroom would encourage learners to

Active learning is a learner-centered teaching approach in which students construct understanding by directly engaging with content — through inquiry, discussion, problem-solving, and hands-on tasks — rather than by passively receiving information from a teacher or a text. This rests on constructivist pedagogy: learners build knowledge by applying concepts to real or simulated situations, not merely by absorbing facts.

In a social science classroom, this principle means giving learners tasks that require them to investigate, analyse, and apply concepts to authentic situations — for example, researching a social issue, collaborating with peers, and producing a reasoned outcome. Working through challenging projects demands exactly this kind of sustained inquiry, application, and collaboration, so it is what an active social science classroom encourages.

The remaining options describe teacher-directed, one-way transmission of content rather than learner construction of knowledge:

• Keeping discussions minimal suppresses the dialogic exchange of ideas that active learning depends on, leaving the classroom teacher-controlled rather than learner-driven.

• Being focussed on reading the textbook is a passive, individual reception activity — learners absorb pre-packaged content without applying or testing it.

• Listening to lectures and relying on what is shared positions learners as receivers of information, with no independent inquiry, analysis, or application involved.

None of these three build the active engagement that defines a learner-centered classroom, whereas participating in challenging projects requires exactly this sustained inquiry, application, and collaboration.