Constructivist Learning in University Undergraduate Programmes. Has Constructivism been Fully Embraced? Is there Clear Evidence that Constructivist Principles have been Applied to all Aspects of Contemporary University Undergraduate Study?

Keywords: Constructivism, pedagogy, teaching, learning, assessment, student-centred learning, learning outcomes, active-learning, reflective learning

Abstract

This conceptual paper provides an overview of constructivist education and the development and use of constructivist principles in contemporary higher education, outlining constructivism and some specific facets of student-centred learning. Drawing from first-hand experience and using two examples of current university assessment practice, reflective learning, and learning outcomes, the author argues that, despite claimsconstructivist pedagogical approaches have become normative practice, when it comes to assessment processes, constructivism has not been fully embraced. The question ‘is there clear evidence that constructivist principles have been applied to all aspects of university undergraduate study?’ is considered. This is important and significant and should be of concern to all educators who espouse constructivist principles in higher education.

Author Biography

Andrew Gary Darwin Holmes, Lecturer, Faculty of Arts Cultures and Education, School of Education, The University of Hull, England

 

 

 

Published
2019-12-01
How to Cite
Holmes, A. (2019). Constructivist Learning in University Undergraduate Programmes. Has Constructivism been Fully Embraced? Is there Clear Evidence that Constructivist Principles have been Applied to all Aspects of Contemporary University Undergraduate Study?. Shanlax International Journal of Education, 8(1), 7-15. https://doi.org/10.34293/education.v8i1.819
Section
Articles