Limitaciones en la implementación del constructivismo en el aula de clase: estudio de caso

Abstract

Constructivism conceives learning as a process in which students actively participate in the construction of knowledge; however, its implementation in the classroom may be conditioned by pedagogical and contextual factors. This study aimed to analyze the main limitations affecting the implementation of the constructivist approach in Social Studies teaching in the ninth grade of General Basic Education at Unidad Educativa Andino, located in Ambato, Ecuador. A mixed-method, descriptive, non-experimental, cross-sectional case study was conducted. Participants included 32 students from class A and the teacher responsible for the subject. Data were collected through a student survey, structured classroom observation, and a semi-structured teacher interview. The results showed the presence of practices related to the activation of prior knowledge, student participation, reflection, and teacher guidance. However, limitations were identified mainly regarding available classroom time, student autonomy, and collaborative work. The triangulation of the three sources suggests that implementing constructivist practices does not depend solely on incorporating participatory activities but also on providing appropriate levels of teacher guidance and considering the specific conditions of the classroom.