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Abstract
Constructivism is a theory of knowledge, a philosophy of learning. Its proponents include Piaget, Vygotsky and later-day philosopher Glasersfeld. The constructivist philosophy has been adopted in teaching of science by many enthusiastic pedagogues and teachers in many countries. A Constructivist pedagogy does not consists of a single teaching strategy. Instead, it has several features that should be attended to simultaneously in a classroom. It has been asserted that for a successful constructivist strategy, the teaching has not only to be student-centred and the teacher a mere facilitator, but the teacher has the added responsibility to create a conducive classroom environment. The classroom environment should favour students' active participation. Various techniques have been suggested to encourage students for group-discussions and exploratory activities. In the present research paper the author has identified some of the most important reasons for lack of success of constructivist strategy. The teachers are neither properly trained nor the administration properly supports the system. The constructivist approach entails huge sums of money in training & technology and is also time consuming.
Keywords: Constructivism, Classroom environment, Collaborative learning.
Introduction
Constructivism is a theory of knowledge, i.e.; epistemology and a theory of learning. It is not any particular pedagogy. Constructivists believe that human beings are active information receiver. They use their existing experience to construct understanding that makes sense to them. Humans assimilate and accommodate new knowledge and build their own understanding. Thus, knowledge is the result of individual construction of reality. In its essence, constructivism asserts that there is no essential truth, and no objective reality. Knowledge is viewed as personal and subjective. Reality resides in the mind of each person. Learning takes place when individuals make use of their existing knowledge and experience. Thus, multiple interpretations of an event are possible, and multiple answers to a question are source of creativity in learners.
The importance and role of language was recognized early by the constructivists. Language is not only a tool to promote the construction of knowledge, but in fact all "human thought is trapped by the language in which it is encased" (Mathews, 2000)7. Ideas are not only "communicated" through language, ideas are also "constructed" in the medium of language. Through language learners become aware of their own thoughts...