Constructivist View of Teaching Learning – UGC NET Question

Constructivism holds that learners build their own understanding rather than passively absorb information. Teachers therefore design tasks, problems and discussions that require students to link new content with what they already know. This active process of construction leads to deeper and more durable learning. The teacher’s main role is to facilitate such experiences rather than to merely deliver information.

Option A:
This option reflects a transmission model of teaching focused on memorisation. While factual knowledge has a place, constructivism stresses understanding and personal meaning, not uniform rote learning.

Option B:
This option is correct because it emphasises both activity and connection with prior knowledge, which are central to constructivist theory. It recognises that students are not empty vessels but come with preconceptions and experiences that shape learning. By creating rich learning situations, teachers support meaningful construction of knowledge.

Option C:
This option reduces learning to note copying, which is a low level mechanical activity. It does not involve interpretation, questioning or integration of ideas, so it is inconsistent with constructivist aims.

Option D:
This option values silence and order above engagement. A perfectly silent classroom may actually indicate lack of participation, whereas constructivist classrooms typically involve discussion, questioning and collaborative work.