RECONSTRUCTION OF EXPOSITORY STRATEGIES IN ELEMENTARY SCHOOL LEARNING BASED ON AN ACTIVE APPROACH

Abstract

This study examines how the expository strategy is used and reconstructed in elementary school learning based on a comprehensive review of open-access literature. The need for more active and meaningful learning in the 21st century requires teachers to combine expository teaching with student-centered approaches to support children's cognitive and social-emotional development. Using a qualitative content analysis method, relevant journals and books were analyzed to identify the strengths, limitations, and potential improvements of expository instruction. The findings show that while expository teaching remains useful for providing initial conceptual understanding, it often limits student engagement when used as the sole strategy. Research also indicates that integrating expository methods with contextual learning (CTL), problem-based learning (PBL), cooperative learning, and visual media can significantly increase students’ motivation, comprehension, and participation. Through this integration, expository instruction becomes a supportive foundation for active learning activities that allow students to explore, discuss, and connect new knowledge with real-life experiences. The synthesis of the literature highlights the importance of reconstructing expository strategies so they remain relevant and aligned with the characteristics and developmental needs of elementary school learners.