POWERFUL FRIENDLY CONSTRUCTIVIST WAY TO DEAL WITH LEARNING FOR SOCIAL EXAMINATIONS STUDY HALL
Abstract
The primary objective of this study is to determine whether there is a deficit model alternative for teaching and learning. Teachers of social studies were interviewed for this purpose, and teaching and learning practices in social studies were evaluated. The specialist takes on the hypothetical underpinnings of socio-social way to deal with learning and attempts to plan and execute constructivist showing getting the hang of setting for showing social investigations. The analysis of these constructivist pedagogical settings reveals that the classroom serves as a strong interface between students' everyday knowledge and school knowledge, fostering and maintaining a culture of inquiry. The paper came to the conclusion that the process of learning should be dialogic, that knowledge should be viewed as a co-constructed, negotiated, and situated entity, that the knower should have agency and a voice in the process of knowing, and that the moving deficit model of teaching and learning should be used.
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