In constructivist design the pupil is no longer represented as a vessel absorbing information in a passive way. The knowledge is not received only by reading or listening, but by what the pupil extract of the teaching process in a dynamic way. The construction of pupils' knowledge is made interactive using existing mental and previous understandings, through processes of rebuilding older precepts, if major changes are brought by the new ones. In the first part of our paper, we regard the Constructivism in terms of procedures and ways of influencing the classroom. The second part of the paper highlights the benefits of this educational theory and its criticism. Constructivism is regarded as a trend that empha-sizes pupil-centred education standards, and processes of interpretations of the connections that occur in pupil's thinking. In the constructivist classroom learning becomes active; it has a social character and is focused on developing and improving personal capacities.