Paradigm shift in didactics: instruction vs. construction

By Alexander Gollner

In the search for the right method, there is often a strong polarisation between instruction-oriented and constructivist teaching. In directive teaching, in the sense of guiding, presenting and explaining, learners are assigned a passive role. Learning is predominantly a receptive process. As the antithesis of instruction-oriented teaching methods, constructivist learning theory has become fashionable. Self-organised learning not only leads to learners taking on an active role, but also promotes the development of interdisciplinary skills. However, a simplified either/or attitude is counterproductive. Instruction and construction are not mutually exclusive. Instead, a creative combination of both learning theories is desirable. This work elaborates on what instruction-oriented and moderate constructivist teaching should look like. In the empirical part, the learning success and sustainability of both teaching-learning concepts were examined and compared in order to draw conclusions about the choice of method.

• Format: Paperback
• Language: English
• ISBN: 6209426816
• ISBN13: 9786209426810
• Release Date: December 2025
• Publisher: Our Knowledge Publishing
• Length: 92 Pages
• Weight: 0.30 lbs.
• Dimensions: 0.2" x 6.0" x 9.0"