Contribution
Description: Research topic - what are the school curriculum features by Constructivist Approach?
Objective - to validate the actuality of the Constructivist Approach to school curriculum in Learning Paradigm.
Key goals:
1. To accomplish the scientific research of the conception of the curriculum which fit best for
Learning Paradigm and identify the main structural components of the curriculum;
2. To reveal the essence of the Constructivist Approach to general education and to provide the
theoretical reasoning for the Model of the Constructivist Curriculum at school level.
The value of the research is an application of the Constructivist Approach to school curriculum in all its aspects: vision, outcomes and content, strategies and methods, the process of curriculum implementation and evaluation at school and to harmonize Nationally Developed Curriculum with School Based Curriculum Development.
The paper treats a curriculum us "an interrelated set of plans and experiences that a student undertakes
under the guidance of the school"(March, Willis, 1995, p. 10), which encourages teachers and students to
be directly involved in making decisions about both curriculum and teaching.
Transition from Teaching to Learning Paradigm (Kuhn, 1962, Longworth, 2003) and Constructivist
Approach (Piaget, 1959, 1969; van Glasersfeld, 1995) opens new possibilities for the implementation of
this task in general schooling and curriculum by using situated learning and Socio-cultural Constructivist
Approaches (Lave, 1988;Vygotsky, 1962, 1987; Terwel, 1999). The outcome approach (Young, 2000,
Wiggins & McTighe, 1998; Brown, Wiggins, Grant, 2004) and the conception of the educational
environment (Bowden, Marton, 1998; Biggs,1999; Holmberg, 1996; Juceviciene 2001, 2003; Lipinskiene,
2002) are very important for the creating a connective Constructivist Curriculum Model at school level.
Methodology: " Social-cultural Constructivist Learning Theory (Piaget, 1994; Bruner, 1966; Vygotsky, 1978, 1999);
" Transition from Teaching to Learning Paradigm (Kuhn, 1962; Longworth, 2003; Fullan, 1998;
Jarvis, 1998; Arends, 1998; Hargreaves,1999);
" Holistic approach to the curriculum (Dewey, 1902, 1938; Doll, 1978; March, Willy, 1995;
March, 1997; Hamilton, 1989, 1990; Young, 2000, Wiggins & McTighe, 1998).
Research instruments:
1. Analysis of the scientific literature and content analysis
Conclusions: " Social-cultural Constructivist Theory Approach best serves for the interests of individuals and society and
for Constructivist School Curriculum model at school level in Learning Paradigm.
" The Interlocking-Cyclical Model of the relations between curriculum and instruction is at the heart of
curriculum nature and discloses it in a new manner at school.
" Constructivist - Educational Environment and the learning of individuals, groups and organization are
necessary for the realization of the Model of Constructivist Curriculum at school level.
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