According to L. W. Sherman, the concept constructivism perceives knowledge not “about” the world, instead is “constitutive” of the world (Hsiao, 1996). Sherman asserts that a person’s perception of knowledge is not constant, rather is constructed through her personal experiences of certain objects or circumstances. Moreover, the constructivist approach in learning and teaching is believed to be a combination of cognitive psychology and social psychology which gives emphasis on the social implication and manifestation of the perception of individuals to their surroundings (Huitt, 2003).
The constructivist curriculum theory is observed to have great implications in the social undertakings and perceptions of individuals especially students. It actually considers the active role of the students in acquiring knowledge and processing it. Jan Terwel (1999) would also assert that this theory also gives attention to the concept of situationism which requires authentic learning and understanding through a meaningful practice or application.
According to some research studies, many psychologists assert that “learning through interaction” is a good option and promises great results (Terwel, 1999). Group studies, for example, is a good venue in developing positive learning wherein cooperation and face-to-face interaction takes place. Expressing ones understanding of a certain issue does not just enhances their skills but also motivates them to be opinionated and develops socialization (Terwel, 1999).
Furthermore, it has been observed in other studies that students learn better in giving elaborated help to other people than from being the recipients of a low-level elaboration from others. Overtime, this enthusiasm to share ideas would manifest inside the class wherein students will not just participate to answer the questions of their teacher but to impart his/her perception to his/her classmates in an elaborated manner.
In this process, they are believed to develop a certain degree of interdependence wherein every student considers the importance of everyone in the process of learning wherein some stands out as the active individuals while the others remain passive and some leads while their counterpart submits (Terwel, 1999). Ultimately, the interactions and undertakings done by the students with their fellow students and even with their teachers are manifestations of the constructivist curriculum theory wherein both the cognitive and social aspects of an individual is taken into consideration and developed accordingly.