This paper examined the implementation of constructivist teaching approaches in secondary school physics classroom at Government High School Sokai Mardan (Khyber Pakhtunkhwa Pakistan). Two experienced physics teachers were selected using purposive sampling technique. Semi structured interview was used as a data collection tool. Four themes were emerged from variables i.e. (I) Teaching learning outcomes: learners’ problem-solving skills. (II) Elements of teaching practices nurturing student’s engagement. (III) Factors influencing teacher’s instructional practices. (IV) Teaching is: What teacher has taught without questioning. Two main research questions guided this research study i.e. how core elements of physics instructional practices foster students’ engagement? And what are the various variables influencing the teaching activities of Teachers in the classroom in Physics. Thematic analysis was used for semi structured interview. Analysis of teachers reveals that teachers are vulnerable to misinformation, other set and derogatory attitudes about learners, lack of intrinsic encouragement of teachers in adopting creative teaching methods, non-existence of multimedia, laboratory facilities, workload of teachers, non-research-based syllabuses, lack of sufficient teacher preparation, weak administration, Annual syllabus completion pressure, low socio-economic students grasping the concept, lesson planning, weak class control when doing group activities are some of the barriers that impede the effectiveness of constructivist style of teaching. It is strongly recommended for educators, mentors, and the director of the school organization must ensure that unambiguous instruction curriculum methods are utilized consistently throughout the classroom. It was also investigated that student’s class size negatively affect teaching practices. Slow learners required more time compare to fast learners. In an overpopulated classroom, learners are unable to catch the attentions of teachers. Therefore, it is recommended that the frequency of the pupil need to be 25 students per class (http:/classsizecountswa.com/about/) to offer better education and the implementation of constructivist based teaching learning conception.

{"references": ["1.\tAmineh, (2015). Review of constructivism and social constructivism. Journal of Social Sciences, Literature and Languages, 1(1), 9-16. 2.\tBada, (2015). Constructivism learning theory: A paradigm for teaching and learning. Journal of Research & Method in Education, 5(6), 66-70. 3.\tBerrett, (2012). How 'flipping 'the classroom can improve the traditional lecture. The chronicle of higher education, 12(19), 1-3 4.\tBlack, P., Harrison, (2004). Working inside the black box: Assessment for learning in the classroom. Phi delta kappan, 86(1), 8-21. 5.\tChin, C. (2006). Classroom interaction in science: Teacher questioning and feedback to students' responses. International journal of science education, 28(11), 1315-1346. 6.\tJordan, (2008). Approaches to learning: a guide for teachers: a guide for educators. McGraw-Hill Education (UK). 7.\tKalpana, T. (2014). A constructivist perspective on teaching and learning: A conceptual framework. International Research Journal of Social Sciences, 3(1), 27-29. 8.\tMatthews, M. R. (2014). Science teaching: The contribution of history and philosophy of \tscience, Routledge. Patton, (1980). Qualitative evaluation methods. 9.\tRedish, (1998). Student expectations in introductory physics. American Journal of Physics, 66(3), 212-224. 10.\tYilmaz, (2008). Constructivism: Its theoretical underpinnings, variations, and implications for classroom instruction. Educational horizons, 86(3), 161-172."]}