Abstract
The authors declaring themselves as constructivists often criticized ways of teaching used in the schools so far and insist the need to reform the teaching from the constructivist point of view. The article explores the arguments they bear these claims on.
It refers about the criticism from some cognitive psychologists who argue that constructivism doesn?t treat the findings of cognitive psychology correctly. Author?s own analysis leads also to doubts how the authors of one of the founding books of didactic constuctivism in the USA treat the data and their interpretations.