Academic subjects and pupils' constructive learning processes in the primary school

The design of curricula on the basis of academic subjects rests in part on the assumption that different subjects are associated with different modes of knowing, that is to say, with different forms of constructive activity. This study set our to examine this assumption in regard to young learners. A sample of 48 children aged 7-11 years was presented with learning materials in the domains of English, mathematics and science and required to provide verbal protocols of their intellectual engagements with the experiences. The protocol data were analysed using a scale of constructive activity the categories of which had been grounded in think-aloud responses. No differences were found in levels of constructive activity between the academic subjects. Each subject was associated with low levels of intellectual engagement. The implications of these conclusions are discussed in terms of theories of classroom work.