From a constructivist perspective and one that this author endorses is that there are multiple realities with the mind playing a central role by determining categories and shaping or constructing realities. Subjectively it is felt for learner development to indeed be achieved when learning involves the process of the knowledge of the learner in multiple dimensions but which is facilitated by the teacher- not perceived by the teachers and who is guided by a curriculum and is the process where the learner active in their own learning experience. If this is not endorsed, they may be issues regarding the learner working towards pleasing the teacher instead of satisfying their natural search for understanding; they will not progress toward intellectual autonomy (Nola and Gürol, 2006)
How this author has attempted to implement a constructivist classroom is via adopting and adapting a teaching style, approach, and fascinating the content to the specific academic and developmental stage of the learner. Directly reacted to the success of the above is the notion that social interactions and context is necessary for learning to occur; Waite-Stupiansky (1997) states, "The framework provided by social interactions among peers is a natural learning environment in which logical reasoning can develop which is achieved via student facilitated environments. The feedback is usually immediate, and the motivation to succeed is positive, and from constructivist teaching, perspective Is internally generated by the learner.
The constructivist classrooms are developed using principles of social interaction to improve academic achievement, high order thinking skills and social and emotional skills of the students. This involves an environment which includes the facilitating of experience by the educator to the learners and guides them to explore the topic through experimentation. The learners are encouraged to frame a research question and where the educator helps them to answer the research question framed by them through scaffolding their experience in and from the appreciation for multiple perspectives. These teaching ideologies are used withing a Qualitative methodology as it is a belief of the researcher that is seen as one where reality is socially constructed (Berger and Luckmann, 1966) and so is constantly changing and from an ontological perspective based on one's own construction of reality. According to Smith, (1983) and one believes that this researcher holds true is that there is no access to an existence independent of our minds, no external referent by which to compare claims of truth this means that the Qualitatively researcher and those involved in being studied are interactively linked (Guba and Lincoln, 1994). The findings being created within the context of the situation, which shapes the inquiry (Denzin and Lincoln, 1994).
A constructivist classroom is also a developmental classroom with such constructivist learning strategies taking place as 'learner-centred," "discovery learning," "Self organised learning environment" "inquiry-based learning" and "experimental learning" allowing the learner to learn via experience and create their own knowledge which includes areas of learning strategies suggested by Taylor and Cox (1997) and again endorsed subjectively which include an in a socially assisted learning environment and: a) use of a reflection board in which members could share their representation of the problem publicly; b) Peer collaboration; c) reflective questioning; d) shared ownership; f) quizzes, feedback and rewards. Besides Papert, (1991) added to Constructivism with constructionism by suggesting learners build their own knowledge when It places a critical emphasis on constructions that are external and shared and one that is commonly used in the authors' scientific-educational classroom- one that according to Boytchev (2010) becomes much more successful if deconstruction was used to challenge what was known before construction and creativity of new information. This was deemed as being vital for self-expression to occur, and one this author endorses in the classroom as each learner is allowed to project their inner feelings and ideas is a key to learning as making known ideas makes them tangible and shareable which, in turn, informs learners ideas, and helps them communicate with others through our expressions and along with Papert (1991) it is subjectively believed this approach helps us understand how ideas get formed and transformed when expressed
However there are barriers for Constructivism in the educational environment and according to Sultan, Woods and Ah-Choo Koo (2011) these include include: (1) conceptual barriers which arise when there is a need to acquire new dimensions of instructional expertise that "are rooted in teachers' attempts to understand the philosophical, psychological, and epistemological underpinnings of constructivism;" (2) pedagogical barriers which arise from the need for teachers to develop more sophisticated approaches to designing instructional materials that constructivist learning and the constructivist curriculum require because this necessitates that teachers work hard, concentrate more and embrace more substantial pedagogical responsibilities; (3) cultural barriers which emerge in the constructivist classroom involving teachers and students and which require an understanding of the norms and values necessary to accommodate the constructivist approach as it's crucial to understand and consider multidimensional cultural realities in school before implementing curriculum and pedagogical proposals. According to Dennick, (2016) employing constructivist teaching practices is also problematic on two different levels: firstly there is an absence of empirical evidence of the effectiveness of teacher and student success when using a constructivist classroom and secondary; employing this approach for which there is a lack of evidential support, means not employing instructional practices for which there is empirical support.
Hoorah for constructivism!