[[alternative]]Research On Constructivist Approach Teaching in Social Studies in Elementary School

[[abstract]]The study explored into the design and implementation of the constructivist approach teaching in social studies subjects to understand the implementation results of constructivist approach teaching for future teaching reform reference. The study employed a nonequivalent-group pretest-posttest design. A random sampling was conducted on the Grade 5 students of the Hsin Hsin Public Elementary School (Alias) in Taitung City. Constructivist approach teaching was used on the experiment group and regular teaching was used on the control group. Pre-test and post-test conditions of students were measured using the Cornell Critical Thinking Test-level X and our self-developed social studies academic achievement test. Classroom audit observation and interviews were conducted to understand actual classroom teaching conditions. The study arrived to the following conclusions: 1. Teaching design: An analysis of the constructivist approach teaching theoretical foundation learned the following teaching essentials: (1) Students were the learning principal. (2) The method provided students with more specific and realistic life experiences. (3) It allowed students to experience the cognitive dissonance process. (4) There were opportunities for which new constructivist concepts may be employed. (5) The method provided learning introspection. 2. Empirical results of the teaching: Constructivist approach teaching could bolster critical thinking ability and the student’s academic achievement performance, as well as the positive evaluation of students. 3. Classroom teaching approach: The experiment group not only manifested a more open and supportive learning atmosphere, but also reflected the spirit of constructivist approach teaching in the actual classroom teaching exercise. 4. After-class introspection: The experiment group teacher reviewed the teaching method through the introspection diaries and discussions with researchers. The teacher positively affirmed the value of constructivist approach teaching, since it not only allowed him/her to have a better understanding and appreciation of the students’ thinking, but also improved his/her teaching ability. The conclusions made some recommendations in the matter of teaching method design, teaching method application, and future research direction. The recommendation serves as reference for teachers intending to implement constructivist approach teaching and for parties interested in conducting further studies. Keywords: social studies, constructivist approach teaching, critical thinking