Pragmatism, Knowledge is true if it works in practice, Learning should prepare learners for real-life situations, Education should focus on solving real-world problems., Truth is not fixed; it evolves through practical testing, Education must be relevant and useful, A class creates a small business project to understand entrepreneurship, The teacher uses a real community issue as a case study for problem solving, Learners role-play a town council meeting to resolve a local issue, Learners conduct surveys to solve a real marketing problem., The teacher asks, “How would this work in real life?”, Learners plant vegetables in a small garden to understand sustainability, Learners solve a problem about litter in the playground and suggest solutions, Constructivism, Knowledge is actively constructed by the learner, Learning builds on prior knowledge and experiences, Meaning-making is more important than memorising facts, Social interaction supports cognitive development, Scaffolding supports learners within their zone of development, Learners work in groups to create a mind map of democracy using prior knowledge, A teacher provides sentence starters to help learners construct explanations, A maths teacher allows learners to explore multiple strategies to solve a problem, Grade 2 learners use counters to discover how addition works before the teacher formalises it., Children build 3D shapes with playdough to understand properties of shapes., The teacher scaffolds reading by giving sentence starters, Learners draw and explain their own understanding of “community helpers..

Constructivism vs Pragmatism

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