Learning strategies from the constructionist perspective in the university context

This disquisition aims to analyze the learning strategies of university students around English, from the constructionist perspective, considering the contributions of Papert and Harel (1991), Aparicio and Ostos (2018), Morales (2021), among others. It is a study with positivist paradigm, quantitative approach, with descriptive research, non-experimental, transversal, field design, based on the situation experienced by some students at the University of La Guajira, Colombia in the career of Bachelor of Education, having as population 40 students. The technique was the survey with a questionnaire of thirty-six items, valid and reliable. The analysis technique was performed with descriptive statistics. The results indicated according to the majority that sometimes use certain strategies for problem-based, project-based, collaborative, situated learning, autonomous, active, the flipped classroom and gamification as constructionist strategies for learning English. About the activities applied in English classes, activities such as information search and processing, projects, role plays and discussion forums are always used, concluding that constructionist strategies for learning English are sometimes being assumed.