Social constructivist theory and its use in building second-generation curricula

Abstract

Educational reforms have received the attention of education specialists in Algeria since independence until the present day. They have been and continue to be the state’s main concern, and this is by following up on the theories that have been developed and the applied global experiences, in order to benefit from them and achieve their desired goals. Education is the originator of the individual, and the foundation of his personality within society and among others. During which society is prhglovided with human resources and competencies. To achieve a unique space between countries, within the framework of preserving the nation’s constants, such as language, religion, and identity. Thus achieving prestige among countries, it was necessary to have educational reform, relying on the most important cognitive references. Whether linguistic, sociological, or psychological, in order to achieve quality education and keep pace with the technical and cognitive acceleration that the world is witnessing.

 Perhaps the social constructivist theory is the most important theory, on which the new curriculum (2016) was founded with successful educational approaches. How were the outcomes of this theory invested, and how were they employed? That is what we are trying to identify in the research paper.