Constructivism and Its Implications for Curriculum Development in the Philippines
Keywords:
curriculum development, Constructivism, Philippine Education, student-centeredAbstract
The paper examines constructivism as a learning theory and its influence on curriculum development in the Philippines, particularly within the framework of the K to 12 Enhanced Basic Education Program. It draws from the foundational contributions of Piaget, Bruner, Dewey, and Vygotsky, highlighting learner-centered approaches that emphasize inquiry, collaboration, and authentic learning. It also discusses implications for pedagogy, assessment, and teacher training, advocating for a shift from knowledge transmission to knowledge creation in Philippine education. This paper highlights how constructivist principles inform student-centered teaching strategies, authentic assessment practices, and the evolving role of teachers as facilitators rather than mere transmitters of knowledge. Furthermore, this paper emphasizes the need for sustained teacher training, authentic assessments, and the cultural adaptation of constructivist practices in order to maximize their impact on Philippine education
References
F. Q. Abragan, V. Abarcas, I. M. Aquino, R. E. Bagongon (2022) Research Review on K-12 Curriculum Implementation in The Philippines: A Generic Perspective. 7(1), 1–8. https://doi.org/10.5281/zenodo.7272126
C. America, N. Edwards, M. Robinson (2021) Teacher Education for Transformative Education Critical Perspectives on Design, Content and Pedagogy.
A. Amin, J. Greenwood (2018) The examination system in bangladesh and its impact: on curriculum, students, teachers and society. (1). https://doi.org/10.1186/s40468-018-0060-9
F. Aydisheh, H. Gharibi (2015) Effectiveness of constructivist teaching method on students' mathematic academic achievement. https://doi.org/10.5901/mjss.2015.v6n6s2p572
N. Ayish, T. Deveci (2019) Student perceptions of responsibility for their own learning and for supporting peers' learning in a project-based learning environment. (2), 224–237. https://files.eric.ed.gov/fulltext/EJ1224347.pdf
J. G. Brooks, M. G. Brooks (1993) In search of understanding: The case for constructivist classrooms.
J. S. Bruner (1966) Toward a theory of instruction.
S. P. Chand (2023) Constructivism in Education: Exploring the contributions of Piaget, Vygotsky, and Bruner. 12(7), 274–278. https://doi.org/10.21275/sr23630021800
C. V. Chandraja, T. Ajayan, S. Ruskin, M. George (2024) 21st century teaching and learning in classrooms. https://www.iipseries.org/assets/docupload/rsl2024AFB362D7F2D6F33.pdf
L. Combalicer (2016) Best practices and problems in the initial implementation of the K+12 Curriculum among teachers in Infanta, Quezon: its implications to an effective implementation of senior high school. https://www.jesoc.com/wpcontent/uploads/2016/08/Edu-4.pdf
Department of Education (2010) Discussion Paper on the Enhanced K+12 basic Education Program. http://ceap.org.ph/
John Dewey (1938) Experience and Education.
Z. N. Ghafar (2024) A Learner-Centered Approach to Learning: Students from Diverse Professional Backgrounds. 3(2), 958-966. https://doi.org/10.56778/jdlde.v3i2.302
M. Ginsburg (2010) Improving educational quality through active-learning pedagogies: A comparison of five case studies. 1(3), 62-74.
J. Hallas (2008) Rethinking teaching and assessment strategies for flexible learning environments. https://ascilite.org/conferences/melbourne08/procs/hallas.pdf
E. Hatmanto (2023) Crafting dynamic lesson plans: designing differentiated learning approaches for teaching reading skills in the philippines. 1(2). https://doi.org/10.18196/iccs.v1i2.124
A. Khalid, M. Azeem (2012) Constructivist vs traditional: effective instructional approach in teacher education. 2(5), 170-177.
Kevin Krahenbuhl (2016) Student-centered Education and Constructivism: Challenges, Concerns and Clarity for Teachers. 89, 1-9. https://doi.org/10.1080/00098655.2016.1191311
K. Y. Ku, S. Phillipson, S. N. Phillipson (2015) Educational Learning Theory. 238–245. https://doi.org/10.1016/b978-0-08-097086-8.92150-0
M. Larochelle, N. Bednarz, J. W. Garrison (1998) Constructivism and Education. https://books.google.com.fj/books?hl=en&lr=&id=6NCq3zyWkNsC&oi=fnd&pg=PR7&dq=Larochelle
E. Levine, S. Patrick (2019) What is competency-based education? An updated definition. https://aurora-institute.org/resource/what-is-competency-based-education-an-updated-definition/
N. A. Matmuratova (2020) Five characteristics of leaner-centered teaching. 3(42). https://doi.org/10.31618/2658-7556-2020-42-3-7
S. McLeod (2025) Constructivism Learning Theory & Philosophy of Education. https://www.simplypsychology.org/constructivism.html
N.K. Mohammad (2016) The Perception of The Parents and Students on The Implementation of K – 12 Basic Education Program in The Philippines.
S. Newton, M. Harris, L. Pittiglio (2013) Constructivist philosophy and nursing student medication calculations. 27(2), 88-94. https://doi.org/10.1891/1541-6577.27.2.88
R. L. Oxford (1997) Constructivism: Shape-shifting, substance, and teacher education applications. 72(1), 35–66. https://doi.org/10.1207/s15327930pje7201_3
P. Pardjono (2016) Active Learning: the Dewey, Piaget, Vygotsky and Constructivist Theory Perspectives. 9(3), 105376. https://doi.org/10.17977/jip.v9i3.487
D. Pariscal, I. Gonzales-Aboy (2022) Practices in the contextualization of the english curriculum in the public secondary schools. 60-75. https://doi.org/10.47577/tssj.v37i1.7594
D. C. Phillips (1995) The good, the bad, and the ugly: The many faces of constructivism. 24(7), 5-12. https://doi.org/10.3102/0013189X024007005
J. Piaget (1932) The moral judgment of the child.
L. B. Resnick, R. Glaser (2016) Knowing, learning and instruction: essays in honor of Robert Glaser.
J. D. Ricafort (2024) Effectiveness of Active Learning Strategy in Improving Students' Conceptual Understanding of Light and Optics. 5, 1300-1317.
P. Saarsar (2018) Exploring the Constructivist Approach in Education: Theory, Practice and Implications. 717-725.
P. Saarsar (2018) Exploring the Constructivist approach in Education: theory, practice, and implications. https://www.researchgate.net/publication/379669385_Exploring_the_Constructivist_Approach_in_Education_Theory_Practice_and_Implications
S. Sharma (2006) Constructivist approaches to teaching and learning.
S. Singh, S. Yaduvanshi (2015) Constructivism in science education: Why and how. 5(3).
N. Susulan, S. Talipan, M. Matolo (2022) Class Size: Its Implication to Pupils' Learning. 4(1), 88-91. https://doi.org/10.5281/zenodo.7032266
S. Tangney (2013) Student-centred learning: a humanist perspective. 19(3), 266–275. https://doi.org/10.1080/13562517.2013.860099
L. S. Vygotsky (1978) Mind in society: The development of higher psychological processes.
S. Yerdelen-Damar, A. Elby (2016) Sophisticated epistemologies of physics versus high-stakes tests: how do elite high school students respond to competing influences about how to learn physics?. 12(1). https://doi.org/10.1103/physrevphyseducres.12.010118
Z. Zhang (2023) Collaborative learning in social constructivism: promoting english learning in a secondary classroom in china. 3(3), 1-5. https://doi.org/10.54097/jeer.v3i3.9509
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Authors and Global Journals Private Limited
This work is licensed under a Creative Commons Attribution 4.0 International License.
