It is now being exceedingly realized that constructivist approach is the most important and remarkable approach in the current scenario of teaching-learning. It is a theory of learning and not a theory of teaching or pedagogy. Constructivism is a theory of Knowledge, a philosophy of learning. Basically, in this scenario of teaching-learning, learners are the constructers of knowledge and teachers will be the facilitators. Its proponents include Piaget, Vygotsky and later-day philosopher Von Glasersfeld. The constructivist philosophy has been adopted in teaching of science by many enthusiastic pedagogues and teachers in many countries. A Constructivist pedagogy does not consists of a single teaching strategy. Instead, it has several features that should be attended to simultaneously in a classroom. It has been asserted that for a successful constructivist strategy, the teaching has only to be student-centered and the teacher be a mere facilitator, but the teacher has also the added responsibility of creating a conducive classroom environment. Research has established that constructive methods of science teaching have been much more successful than the traditional methods. In the present research paper the author has identified some of the most important reasons for lack of success of constructivist strategy. The teachers are not properly trained in constructivist strategy and also constructivist approach entails huge sums of money in training & technology. The author in the present paper focuses upon the role of constructivist approach in education, meaning of constructivist approach, significance of constructivist approach in the field of education and the challenges in the implementation of this approach in education in today’s global scenario.
Keywords: Constructivism, Collaborative learning, Reflective Learning, Science education.
 Senior Assistant Professor,Dept. of Education & Training,MANUU, Hyderabad.