What is wrong with constructivist teaching? Elaboration, recapitulation and synthesis of theoretical and historical controversies

The aim of the study is to use a historical and theoretical-comparative methodological approach to elaborate and recapitulate the phenomenon, history, theoretical, methodological and didactic characteristics as well as certain controversies of constructivism in education. The emphasis will be placed on observing the constructivist teaching in the discourse of the movements of reform pedagogy from a hundred and more years ago. By synthesizing the analysed facts, one can state with certainty that constructivist teaching is a multiple and robust theoretical concept with its own definitions and a long history. The didactic arrangements of constructivist teaching show roots in the concepts of schools and teaching of the reform pedagogy movement, but these two terms cannot be considered synonymous. Constructivist teaching provides essential educational benefits to students, but there are also well-argued criticisms and limitations whose interpretations depend on the theoretical, epistemological and cultural perspectives of observation.