Reimagining Classrooms: Constructivist Approaches as Catalysts for Deeper Learning
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Abstract
This study examines the constructivist approaches employed by secondary school teachers through an extensive analysis of existing literature and theoretical frameworks. Constructivism, rooted in the works of Piaget, Vygotsky, Bruner, and Dewey, emphasizes learner-centered education where students actively construct knowledge through exploration, collaboration, and reflection. The study adopts a descriptive and analytical methodology based entirely on secondary data drawn from scholarly research, policy documents, and institutional reports published between 1999 and 2024. Findings from the reviewed literature indicate that constructivist pedagogy enhances student engagement, critical thinking, and problem-solving abilities, while promoting deeper conceptual understanding. However, implementation remains inconsistent due to factors such as limited teacher training, rigid curricula, large class sizes, and examination-driven education systems. The study highlights the importance of continuous professional development, administrative support, and curriculum reform in fostering effective constructivist practices in secondary education.
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