European Journal of Research and Reflection in Educational Sciences Vol. 8 No. 3, 2020 Part II ISSN 2056-5852 Progressive Academic Publishing, UK Page 134 www.idpublications.org CONSTRUCTIVISM IN TEACHING AND LEARNING PROCESS Karimova Umida, Akhmedova Dilora & Ergashev Umar Teacher, the Department of English History and Grammar, Samarkand State Institute of Foreign Languages mrs.karimova17@gmail.com ABSTRACT This article is dedicated to the role of Constructivism in education, particularly in foreign language learning. The traditional methods of teaching English as a second language have drawbacks. In this regard, constructivist ways of teaching may fill the gaps. Keywords: Constructivist approach, traditional classroom, constructivist classroom, predisposition. INTRODUCTION, LITERATURE REVIEW AND DISCUSSION In the constructivist classroom, the focus tends to shift from the teacher to the students. The classroom is no longer a place where the teacher (“expert”) pours knowledge into passive students, who wait like empty vessels to be filled. In the constructivist model, the students are urged to be actively involved in their own process of learning. The teacher functions more as a facilitator who coaches, mediates, prompts and helps students develop and assess their understanding and thereby their learning. And, in the constructivist classroom, both teacher and students think of knowledge not as inert factoids to be memorized, but as a dynamic, ever- changing view of the world we live in and the ability to successfully stretch and explore that view. The chart below compares the traditional classroom to the constructivist classroom. One can see significant difference in basic assumptions about knowledge, students and learning. Traditional Classroom Constructivist Classroom Curriculum begins with the parts of the whole. Emphasizes basic skills. Curriculum emphasizes big concepts, beginning with the whole and expanding to include the parts. Strict adherence to fixed curriculum is highly valued. Pursuit of student’s questions and interests is valued. Materials are primarily textbooks and workbooks. Materials include primary sources of material and manipulative materials. Learning is based on repetition. Learning is interactive, building on what the students already knows. Teachers disseminate information to students; students are recipients of knowledge. Teachers have a dialogue with students, helping students construct their own knowledge. Teacher’s role is directive, rooted in authority. Teacher’s role is interactive, rooted in negotiation. Assessment is through testing, correct answers. Assessment includes student works, observation and a point of view, as well as tests. Process is as important as product. Knowledge is seen as inert. Knowledge is seen as dynamic, ever changing with our experiences. Students work primarily alone. Students work primarily in groups. [8]