Clarisse Halpern ^{1 *}

AM J QUALITATIVE RES, Volume 1, Issue 1, pp. 32-36

https://doi.org/10.29333/ajqr/5790

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Abstract

In the book, In search of understanding: The case for constructivist classrooms, Brooks and Brooks discussed the concepts, challenges, and strategies for applying constructivism in classrooms in a clear and straightforward manner. The book itself is divided into three parts. In part one, the authors defined constructivism explaining that students construct meanings through a quest for understanding their experiences, as they pondered about the challenges of implementing constructivist in an education system that emphasizes achievements measured by test scores rather than meaning and understanding. Following, in the second part of the book, Brooks and Brooks addressed the main criticism of the constructivist approach as well as common challenges for its implementation. Lastly, in part three, the authors exemplified through teachers’ journal entries the reasons that tend to influence on teachers’ decision in not applying constructivism to their classrooms, as well as offered recommendations regarding school reform.

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