Application of the Constructivist Approach in the Learning of University Students

Abstract

The study seeks to find how teachers apply the constructivist approach at different levels of knowledge, to promote learning. We worked with a stratified random sample of 266 university students. The most relevant findings were that the factual or factual contents, in general, are taught in 24% only of the conceptual contents and principles are taught only by resorting to rote learning in 14% and the procedural contents are also taught in form of mechanical memory, by 17%. Namely; that in total 55% of learning is taught without transcending the rote level