Constructivism as a Pedagogical Method: A Review Article

Authors

  • Asst. Prof. Osama H. Ibrahim, Phd University of Mosul, College of Arts, Dept. of Translation, Mosul, Iraq Author

DOI:

https://doi.org/10.69513/jnfh.v1.i.2.en9

Keywords:

: Constructivism, Instruction, Pedagogy

Abstract

The present article discusses the impact of one of the effective strategies utilized in the field of education, namely, the constructivist approach. The article puts forward the claim that the traditional approach to teaching adopts a top-down or a bottom-up procedure emphasizes on the meaning of lexical items and expressions. Consequently, this tends to be an impediment to the students’ level of recognition and understanding. Similarly, this may affect the quality of translation once the source and target languages are involving. It is usually argued that education is based on interaction which is of three types: teacher-learner, leaner-learner, and leaner-content interactions. Thus, it can be claimed that the traditional teacher-centered approach incorporates only one type of interaction whereas constructivism incorporates two types of interaction. © THIS IS AN OPEN ACCESS ARTICLE UNDER THE CC BY LICENSE. http://creativecommons.org/licenses/by/4.0/ Due to the prevalence of this traditional approach in EFL and translation classes, a noticeable number of students prove unable to develop their skills and experiences, to think independently, or read effectively, Therefore, the current study aims at investigating the value of employing the principles of constructivism as a pedagogical method.

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Published

2024-06-28

How to Cite

Constructivism as a Pedagogical Method: A Review Article. (2024). Al-Noor Journal for Humanities, 2(2). https://doi.org/10.69513/jnfh.v1.i.2.en9

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