النظرية البنائية للتعلم : من النشأة إلى الرؤية التحليلية النقدية

Abstract EN

Due to the paramount importance of the teaching learning process among researchers and educators throughout time and space, many theories on learning has appeared to explain the learning mechanism and the cognitive development of the learners.

Constructivism is one of the most significant theories that focuses on the learning mechanism through its attempt to answer a historical question that preoccupied many philosophers, psychologists and pedagogues for more than 2000 years.

The question is : How is knowledge acquired? Constructivism started as a philosophical theory in the construction of knowledge; its principles then extended to the teaching and learning domain.

Constructivism becomes a major concern for psychologists and pedagogues, combining therefore philosophy and psychology.

The present article deals with Constructivism from a philosophical angle as a theory of knowledge (epistemology), and from psychological angle as a cognitive learning theory.

It focuses on the emergence of Constructivism, its definition, its hypotheses, its characteristics as a learning theory as well as the criticism it received in the light of a critical analysis view regarding epistemology and psychology.