A constructivist approach to teaching leads in a very natural way to reflective practice. In fact, constructivist teachers have the habit of guiding their pupils/students to explore their conceptions, to organize (again) their knowledge in a more efficient reference frame. Pupils/students are the actors in this process, and in each phase of learning they have an active role. Teachers pose questions stimulating reflection, put children/students in problematic situations, but they do not give precise foreseen answers. In stead they guide students to find their own answers. Constructivist teachers are used to consider and reflect on their errors and to take advantage of them. They try to make students aware of their learning, developing their capabilities of understanding and of modifying reality.