Realising Constructivism in Classroom Context: Challenges and Practises in Tanzania

Abstract

The increasing emphasis on the concept of constructivism as the best way of creating knowledge based on learner’s own experiences, has motivated the investigation reported in this study. The paper unveils the pragmatic value of constructivism approach in the classroom context in Tanzanian educational institutions. Documentary review was employed in addressing the study objectives. The findings show that a shift from teacher centred approach to collaboration with autonomy vested onto learners justifies the argument of liberating learners. However, its implementation is confronted by shortages of teaching and learning gears. Maintaining and ensuring availability of teaching and learning resources is necessary in ensuring effective implementation of constructivism and learning practises