Abstract

Understanding an object or an assignment is usually better through detailed descriptions and experts’ opinions. One may want to consider how the object is built, or how the assignment is done; with what learning models this assignment is classed and how it is performed in light of these models. This article adopts the pedagogical theory of constructivism as a main framework of project work in active learning contexts. It discusses constructivism through its definitions, principles that lead to its two approaches; cognitive and social constructivism. The article also discusses the way of translating constructivism into pedagogical practices highlighting the role of constructive teachers who encourage the active constructions of knowledge. In this regard, active learning is implemented as a means of applying constructivism during project-based approach to become an application tool for active educational settings. The importance of project work, its phases and characteristics are presented in an attempt to connect both active learning strategies and project-based approach as an application medium for constructivist theory.