THEORETICAL AND METHODOLOGICAL ASPECTS OF HIGHER SCHOOL STUDENTS’ EDUCATION IN THE CONTEXT OF CONSTRUCTIVISM

Abstract

The article denotes the essence of constructivism as a component of the up-todate philosophy of education, and the foundations of teaching and learning in the context of this conception. Constructivism emphasizes the active role of learners in education as they construct the knowledge by building their understanding and making sense of the information. The constructivists lay the focus on the students’ experience to which they relate new information. It is the personal experience that help the learners build their understanding and meaningful knowledge, skills. According to the constructivism, the students also actively create their knowledge when they engage in the cognitive information processing; perform authentic activities, explain the real phenomena, and resolve the concrete issues. The social constructivist approach stresses the role of cooperation, and interaction in mutually building knowledge. The article outlines and analyses the main trends of teaching and learning in higher school in link with the constructivist fundamentals: organizing meaningful learning; involving students in constructing knowledge by introducing the cognitive strategies; applying the authentic and situated activities in which the learners face the concrete and real, professional problems; stimulating students to reflect about what is being learned; organizing students’ learning oriented on their “zone of proximal development”; forming the learning community by involving students in cooperation and group work; developing students’ intrinsic motivation; harmonizing learning with the students’ diversity. The article proves the role of a higher school teacher as a facilitator who supports, and assists students in learning.