One concept of constructivism is discovery learning. "A contribution of Jerome Bruner in the 1960's, discovery learning is a teaching strategy that encourages children [students] to seek solutions to problems either on their own or in group discussion" (Snowman, McCown & Biehler, 2009, p. 324). Two teaching strategies or approaches to discovery learning - and, therefore, constructivism - are: 1) problem-based learning (PBL) and 2) group discussion. PBL is an unconventional approach to instruction because it "presents students with complex, authentic problems (such as creating a water management plan for the desert southwest) and requires them to identify and locate the information they need to know in order to solve the problem" (as qtd. in Angeli, 2002; Soderberg & Price, 2003; Uyeda, Madden, Brigham, Luft & Washburne, 2002). PBL helps students construct meaning by promoting "the development of critical thinking, problem-solving abilities, and communication skills. It can also provide opportunities for working in groups, finding and evaluating research materials, and life-long learning" (as qtd. in Duch, et al., 2001). The video below is an example of PBL in the classroom:

Other, more commonly used forms of PBL include "case studies, role-plays, and simulations" (UIUC). There is an abundance of information available on PBL to facilitate its implementation in the classroom.

Group discussion is one of the best instructional strategies, teachers can use, especially for older students. According to Snowman, McCown, & Biehler (2009), "systematic open-minded discussions and debates are instrumental in helping individuals create personal views" (as qtd. in Hay & Barab, 2001; Paavola, Lipponen & Hakkarainen, 2004). Perhaps the main goal of group discussion is to foster critical thinking - a skill that is desperately needed by today's students. Although incorporating group discussion can be somewhat challenging for teachers and intimidating for students, it can also prove to be a rewarding learning experience. Below is an example of group discussion in the classroom: 

Discovery learning appears to be the solution for a public educational system that has been consistently criticized for "manufacturing" students who are unable to compete in a globalized workforce. Being able to compete, critics claim, primarily means having the ability to solve complex problems in the workplace. Although discovery learning does address this issue, implementation in the classroom can be tricky. According to Snowman, McCown & Biehler (2009), teaching from a constructivist perspective is more time-consuming and places higher demands on learners as compared with a typical lecture format (as qtd. in de Jong & van Joolingen, 1998; Perkins, 1999). Also, "sometimes memorization of factual information is essential, and sometimes an instructional objective can be accomplished more efficiently (and just as effectively) with a clear and well-organized lecture" (as qtd. in Airasian & Walsh, 1997). Teachers must make prudent decisions with adopting any approach in their classrooms, remembering to take into account the needs of their students both in the present and future.

REFERENCES

Problem-Based Learning (PBL). (2018). Center for Innovation in Teaching and Learning. University of Illinois at Urbana-Champaign. Retrieved from citl.illnois.edu/citl-101/teaching-learning/resources/teaching-strategies/problem-based-learning-(pbl)

Snowman, J., McCown, R., & Biehler, R. (2009). Psychology Applied to Teaching. 12th Ed. Houghton Mifflin Company.