Shikshan Sanshodhan : Journal of Arts, Humanities and Social Sciences

Abstract: Educational philosophy of John Dewey emphasizes “learning by doing” aka Experiential Learning closely aligns with constructivist theories of Piaget and Vygotsky, which emphasizes that learners actively build their understanding through interaction with their environment and social context.

This study seeks to explore how experiential learning unfolds during teaching-practice in schools from a constructivist perspective. It aims to analyze the extent to which student engagement is impacted via constructivist strategies such as scaffolding and collaborative learning while examining the challenges faced by pre-service teachers in implementing such learner-centered approaches within the constraints of real classroom dynamics.