ABSTRACT:  In this study constructivism is introduced and also it is examined how the components of curriculum are organized according to this approach. According to constructivism, the learners discover the knowledge from the origion. Learners direct the learning with their existing cognitive shema by constructing the knowledge effectivelly. Moreover, they assimilate the knowledge which they constructed by integrating their former learning with the new information. Knowledge is formed by the learners' existing values and experiences. Learning occurs in complex and real contexts. Content is organized through deduction way. By this way, learners can use their higher-level thinking skills. Teachers can quide their students by taking the advantage of their ideas and questions. Since organizing learning experiences are seen as the base of the study, different activities convenient for the learning situation are prepared. Appropriate learning materials are used to make the information meaningful and useful. In constructivism, evaluation is prepared according to learning process.

KEY WORDS:  constructivism, curriculum development, problem solving, thinking skills