*Corresponding Author Email: ser.triant@gmail.com Proceedings of the International Conference on Advanced Research in Teaching and Education Vol. 1, Issue. 1, 2024, pp. 1-7 DOI: https://doi.org/10.33422/icate.v1i1.164 Copyright © 2024 Author(s) ISSN: 3030-055X online A Short Paper about Fundamental Pedagogical Concepts of Constructivism Theory in Relation to TPACK Framework Serafeim A. Triantafyllou Greek Ministry of Education and Religious Affairs, Athens, Greece Abstract The influence of constructivism as a pedagogical theory is mainly concentrated on adult education. Its main concepts stem from significant conclusions coming from other theories related to pedagogical and philosophical school practice. The key point is that knowledge is the desired learning outcome that can be accomplished through active learning participation which is closely related to construct. Also, some basic ideas of constructivism rely on idea- based interactions and ideas produced by learners. Certain aspects of the above-mentioned theory in learning and teaching seem to be very helpful for learners to develop their ideas and achieve learning outcomes. The basic aim of this paper is to examine the influence of Constructivism on adult education by utilising Technological Pedagogical Content Knowledge Framework’s (TPACK) dimensions in learning and teaching everyday practice. A mixed method analysis was conducted which contains a theoretical analysis, and experimentation through a quiz game. Our experimental approach through the quiz game was to study Newtonian physics and specifically the Law of Gravitation and the 2nd Law of Motion, finding that the mass terms cancel, and ending up making a prediction that all objects fall at the same rate. The experiment would then involve verifying the prediction and explaining any deviations from the prediction in terms of the intuitive idea of air resistance. The findings showed that students after answering the quizzes of the quiz game, were able to discuss their results using logical argument as opposed to when they did the experiment before the theory and their discussion was little more than guesswork. Thus, we could see how students performed on each question and use that information to figure out what needs to be readdressed or retaught. Keywords: Constructivism, Adult Education, Technological Pedagogical Content Knowledge Framework