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Effective Constructivist Pedagogy for Quality Learning in Schools

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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.
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Keywords: achievement; constructivism; constructivist pedagogy; learning; metacognition

Document Type: Research Article

Publication date: 01 June 2018

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  • Educational Practice and Theory is a bi-annual, independent, refereed journal which, since its launch in 1978, has become an important independent forum for original ideas in education. It publishes innovative and original research in the area. Its focus is both applied and theoretical and it seeks articles from a diverse range of themes and countries.
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