Constructivism in european school education: teaching

Abstract

In recent years the need for a paradigm shift towards constructivism in educational studies is mentioned. However, even in the same context (school education), authors often interpret the constructivism differently, and understanding of the practical application is also wide. The purpose of this study is to find out the ways how the research literature related to school education uses constructivism in school practice - practical application, and to find possible reasons why different understandings of the concept have been formed. To achieve these goals, a qualitative systematic literature review was conducted. The databases EBSCOhost, Web Of Science, Scopus and Google Scholar were used in the search for peer-reviewed scientific articles on the practical application of constructivism in general school education in Europe, ISCED stage 1/2/3. Using the conceptualization, 24 publications - empirical studies on 37 Eurydice network countries (27 EU Member States, Albania, Bosnia and Herzegovina, the Republic of North Macedonia, Iceland, Liechtenstein, Montenegro, Norway, Serbia, Switzerland and Türkiye) were analyzed. As a result of the review, two categories of practical application of the concept were defined (Internal resources, Expected results). Two possible causes of the diversity of definitions are proposed (definition is not included in a publication, and different theoretical paradigms). Results of the review can help educators to connect the theoretical basis of the concept with the practical 220 application. In conclusion, we conceptualize two main categories in definitions of constructivism, and defined categories can act as a tool for further research and practical application of constructivism in general school pedagogy.