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Effective constructivist pedagogy for quality learning in schools
Joseph Zajda
Joseph Zajda
Author
Abstract
This article analyses theorising of constructivism, and discusses various approaches to constructivist pedagogy in schools. There is a consensus in recent research that teachers use constructivist pedagogy to improve learning. It is argued that the effectiveness of constructivist pedagogy is dependent on the quality of teachers, students’ characteristics, and their SES, motivational strategies, and school’s location. However, constructivist approach to pedagogy by itself, as a method of learning and teaching, is unlikely to be effective, as there are other factors affecting the learning process. Major variables impacting on the quality of the learning process include cognitive, social and cultural, dimensions. The article offers some insights as to why constructivist pedagogy is essential in supporting other popular approaches to learning and teaching. Suggestions are made on how to improve constructivist pedagogy, with a range of effective strategies for enhancing learning in the classroom.
Keywords
achievement, constructivism, constructivist pedagogy, learning, metacognition
Date
2018
Type
Journal article
Journal
Educational Practice and Theory
Book
Volume
40
Issue
1
Page Range
67-80
Article Number
ACU Department
School of Education
Faculty of Education and Arts
Faculty of Education and Arts
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Open Access Status
License
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Controlled