CONSTRUCTIVISM AND EDUCATION

Abstract

Placing the didactic activity under the paradigm of focusing on the subject of learning involves both a general change of approach and punctual modifications upon its three component processes: design, development, evaluation. Using a permanent comparative analysis with the context of focusing on the teacher, the present paper intends to identify, inventory and present the most significant implications and changes undergone by the didactic activity when it is approached from the angle of focusing on the subject of learning.

Key words: constructivism, learning process

SCS_11_2007_28