The Learning Situation According to the Constructivist Theory and the Social Constructivist Theory in the Curricula of the Second Generation for Primary Education (From Conception to Application)

The awareness of the teacher regarding the psychological and theoretical references adopted by the second-generation curricula in primary education is considered a fundamental prerequisite for achieving effectiveness in pedagogical practices in all their various forms. And if cognitive constructivism, as articulated by Jean Piaget, and social constructivism, as established by Lev Vygotsky, constitute the most prominent theoretical references for these curricula, then translating their conceptions and assumptions into classroom instructional practices remains an essential and necessary requirement in the planning, execution, and assessment of learning processes.

Educational activities are presented within the classroom through specific learning situations characterized by a particular distinctiveness, whether during the phase of constructing knowledge and concepts or during the phase of application and training. And in order to make the educational process more suitable and effective, it is essential that the teacher adheres to a set of pedagogical principles upon which both types of constructivism are based. This is in addition to being guided by the pedagogical directives that are adopted in the different stages of learning across all subjects and other educational activities.

From this standpoint, this paper aims to clarify the possible ways of implementing the conceptions of both the constructivist school and the social constructivist school into classroom practices, in light of what is proposed by the second-generation curricula for primary education in Algeria.

Keywords: learning situation, constructivism according to Piaget, social constructivism according to Vygotsky, second-generation curricula for primary education

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