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The study implemented a nine-week intervention with 40 hours, using mathematics tests, self-concept and learning strategies inventories, and a classroom environment survey. 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The 76 six graders were divided into two groups. The experimental group was taught using the constructivist approach while the control group was taught using the traditional approach. A total of 40 hours over nine weeks was used to implement the experiment. The instruments used were as follows; mathematics tests administered by the teacher, self-concept inventory, learning strategies inventory, and a classroom environment survey. The results are 1) constructivist teaching is more effective than traditional teaching in terms of academic achievement; 2) constructivist teaching is not effective in relation to self-concept and learning strategy, but had some effect upon motivation, anxiety towards learning and self-monitoring; 3) a constructivist environment was preferred to a traditional classroom.  \nKey Words: Constructivist teaching, Academic achievement, Self-concept, Learning strategies, Teaching preference.  \nStatement of the Problem  \nKnowledge is not attained but constructed (von Glasersfeld, 1989) . This statement came from a new challenge to the concept of traditional knowledge. Today, we are facing the challenge from an educational paradigm shift in public education in Korea. Parents and the general public have criticized the public schools and classroom environments, arguing that they are not ready to meet learner's needs and the demands of the industrial society in this 21st century information society. Some complain about current educational practices, raising questions about the inability of Korean students to perform creative thinking as well as problem solving tasks when compared to other advanced countries. There is a growing number of people and educational theorists claiming that educational consumer  \nJong Suk Kim, Professor Retired from Department of Education, Chungnam National University.  \nCorrespondence concerning this article should be addressed to Unam Apartment 504-1802 Jijokdong Yuseong Daejeon, South Korea 305-  \n770. Electronic mail may be [send to kis1935@hanafos.com](send to kis1935@hanafos.com)  \nneeds rather than supplier needs are far more important.  \nThe proposals concerning educational assessment have been put forward to address the issues surrounding student academic achievement, self-concept and learning strategies. This proposal suggests overhauling assessment practices to make them more relevant for students of the 21st century. Educational reform must start with how student learn and how teachers teach, not with what students learn and what teachers teach. So the construction of understanding is a core element in the highly complex process of teaching and learning underpinned by constructivist teaching. Traditional teaching is still valued by some in the general public in terms of student academic achievement. Parents are more concerned about test scores rather than student self-concepts and learning strategies. Some teachers and parents devalued the proposed constructivist teaching, arguing that educational circumstances in Korea are not ready to implement it under the competitive college entrance examination system. The pros and cons regarding the constructivist paradigm appear tobe an endless debate. Therefore, we need to confirm the effectiveness of these two educational practices in terms of academic achievement, student self-concepts and learning  \n7  \nJong Suk Kim  \nstrategies in ways which are more relevant to the needs of the contemporary and future information society.  \nThe Purpose of the Study  \nEducators must invite students to experience the world's ","cbCaioXUaJIvnt4d","https://ap.wps.com/l/cbCaioXUaJIvnt4d","pdf",140160,13,"English","# Statement of the Problem\n## Educational paradigm shift and critique of traditional schooling\n# The Purpose of the Study\n## Retraining teachers and enabling student inquiry\n## Typical Korean classroom characteristics","[{\"question\":\"How was the constructivist approach implemented in the study?\",\"answer\":\"An experimental group received instruction using the constructivist approach, while a control group received traditional instruction. The intervention used 40 hours over nine weeks.\"},{\"question\":\"What were the main findings regarding academic achievement?\",\"answer\":\"Constructivist teaching was more effective than traditional teaching in terms of academic achievement.\"},{\"question\":\"How did students perceive the classroom environment under the two approaches?\",\"answer\":\"Students preferred a constructivist environment to a traditional classroom.\"}]","Asia Pacific Education Review - Vol. 6, No. 1 - The Effects of a Constructivist Teaching Approach | PDF",1792073851,33]