Abstract
This study elucidates the necessary conditions and the principle for constructing a theory of history education based on constructivism and it interrogates the reason for the acceptance of the theory as a new paradigm. The study adopts the method of analyzing a history lesson and the theory of history education based on constructivism. An analysis of the history lesson clarifies two points. :First the lesson is a type of discussion of social problems that is based on various theories of natural and social sciences. Second, the lesson suggests a new paradigm that changes traditional history lessons. An analysis of the theory clarifies that theoretically basing history education on constructism improves upon traditional theory through an original concept. Constructivism Through the analysis, the following three points become evident: First, basing the theory of history education on has two necessary conditions: a) The theoretical background should consist of various natural and social science theories, and b) it must be based on the traditional theory of history education. Second, the theory has to work on the principle of adjusting the levels of theory and practice that comprise a history lesson based on constructivism and a theory adopting one in order to justify the history lesson. Third, the necessary conditions and the principle guarantee the validity of the theoretical level and the practicability of the practice level. This guarantee is the reason for the acceptance of the theory as a new paradigm.
