Magistra Iadertina, Vol. 20 No. 2, 2025.
Izvorni znanstveni članak
https://doi.org/10.15291/magistra.5050
The significance of the school environment for the implementation of a constructivist approach to teaching
Sonja Kovačević
orcid.org/0000-0001-6563-1231
; Odsjek za učiteljski studij, Filozofski fakultet u Splitu, Hrvatska
Joško Barbir
orcid.org/0000-0002-7927-1860
; Odsjek za pedagogiju, Filozofski fakultet u Splitu, Hrvatska
Sažetak
In order for the constructivist teaching approach to be successfully implemented in the classroom, a stimulating school environment must be created. Since this teaching approach is primarily student-centred, it is understandable that the focus of the implementation of teaching must be on the learning process itself, which requires a challenging and stimulating environment, the development of students’ and teachers’ intrinsic motivation and authentic assessment of performance. The learning environment can be considered as a space with material and physical aspects in which the learning process takes place, as well as the climate of socio-emotional relationships or the setting in which the learning process takes place. The results of this research indicate a lack of time, excessive content and the demands in terms of time and effort required to prepare and deliver lessons according to the principles of the constructivist teaching approach.
Ključne riječi
constructivist teaching approach; spatial learning environment; socio- emotional learning environment
Hrčak ID:
345343
URI
Datum izdavanja:
19.3.2026.
Posjeta: 203 *