Examining the Applicability of Constructivist Theory in History Teaching in Bulo Parents Secondary School, Bulo Sub County of Butambala District, Uganda

Abstract

This study examined the application of construction theory in history learning at Bulo Parents Secondary School. The study found that the procedure was time-consuming and needed to be replaced with others. The study recommends that history teachers must work hard to elicit students' past knowledge because new knowledge is built on pre-existing knowledge. Teachers should use pre-tests, informal interviews, and small group warm-ups that require prior knowledge to achieve this. History professors should challenge students' thinking with difficult issues and exercises to create cognitive dissonance. As learners solve difficult tasks and change schemas, they build knowledge. Teachers should empower students to evaluate and modify knowledge. This requires presentations, small group or class discussions, and tests to compare pre-existing schema to the fresh circumstance. Teachers should provide students a chance to demonstrate their learning through presentations, reflection articles, or step-by-step tutorials. Student instructors must be introduced to constructivism and its use in the classroom. The constructivist approach must be used to create and implement educational plans. In-service programmes should include conferences, workshops, and seminars to train instructors in the constructivist approach. Keywords: Application, Construction theory, History teaching, Students, Teachers.