Constructivism In School Education: A Qualitative Systematic Review. 16th Baltic Sport Science Conference, Biala Podlaska, Poland, 25.5.2023

The constructivist approach is broadly defined, and its practical application varies significantly even within a single context. This ambiguity affects teaching, assessment, and the development of instructional strategies. The purpose of this study is twofold: first, to examine how the constructivist approach is understood and implemented in school education; and second, to explore the possible reasons behind the differing interpretations of constructivism in this context. The method employed in this study was a qualitative systematic literature review with a focus on conceptualisation, examining constructivism within the context of school education at ISCED levels 2 and 3 (students aged 10–16 years). 46 research publications from Academic Search Premier, Web Of Science, Scopus and Google Scholar have been analysed. Three main categories of understanding the constructivist approach in school education have been identified: Internal resource, Expected results, and Definition not provided / broadly defined. Two explanations have been proposed for these differences in understanding: 1) the authors do not specify or justify which aspects of the approach they focus on, and 2) the approach is studied or applied from different perspectives.