International Journal of Education and Psychological Research

(Print and Online Peer Reviewed Journal)

Print - ISSN: 2349 - 0853
e - ISSN: 2279 - 0179


(December 2015)

A Critical Analysis on Constructivive Learning for Its Effective Usage in Classroom Situations

Authors: Wikcrama Kankanamge Don Keerthirathne

Pages: 31-35


Iconstructivism, which emerged in the second half of the 20th century, is a recent theory introduced to the world of education. Presently, educational psychologists motivate teachers and teacher educators to practice constructivist principles in classroom situations in order to produce more suitable people to the world of work with 21st century competencies. But it seems that the system has still not been able to meet this expectation due to several issues. A major problem is that teachers’ knowledge and attitudes are not rich regarding both the theoretical and the practical aspects of constructive teaching-learning process as its major counterpart. Hence, my aim is to discuss how to be a successful constructivist teacher having understood its basic principles as well as the characteristics of a learner who study in a learner-centered classroom in order to create more effective constructivist leaning environment by overcoming common criticism which has emerged against constructivism. The main body of this paper discusses the outstanding features of a constructivist teacher who implements a constructivist teaching learning environment while giving an answer to common criticism against the constructive teaching learning process. When reaching this objective, it is expected to conduct the search from critical and analytical perspectives along with descriptive and explanatory methods with the research works of previous scholars. Furthermore, this research would contribute to the enhancement of the knowledge of teachers, principles, teacher educators, curriculum developers and policy makers on both practical and theoretical aspects of constructivism to implement constructive teaching locally and internationally, as well as empowering them to find solutions for common criticisms against constructivist learning.