The Fundaments of Constructivist Pedagogy

Abstract

Our study underlines the specific study object, the specific normativity and the specific research methodology for constructivist pedagogy. he specific study object of constructivist pedagogy constitutes the difference between the inner system of the one who learns and the external environment objective, natural, community, cultural, civic, political, religious etc., at which the pupil refers to subjectively. The specific normativity of constructivist pedagogy engages four central principles: a) the principle of self-preserving the trainee's resources; b) the principle of the subjective reporting of the educated to the objective reality; c) the principle of the viable, efficient pedagogic activity / action; d) the principle of subjective valorizing of the objective reality. Paper rationaleThe fundaments of constructivist pedagogy /"constructivist education science" may be identified at level of specific study object, specific normativity and specific research methodology, developed based on some "central concepts and principles" (Horst Siebert, 1999, trans., 2001. It implies a model of knowledge, inspired by the pragmatist philosophy applied in pedagogy (Dewey) and from the psychological theories of learning (Piaget,

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“…Despite this, educational theories should and did inform the design of the course. Constructivism is a guiding principle which led to the development of active and experiential learning, both of which are widely used concepts in training programs (Cristea, 2015). Experiential learning theory addresses how new and/or pre-existing perceptions will impact what someone is learning during a training session (Riegler, 2015).…”