Identifying Concepts of SOLO Taxonomy as Basis of Developing Events of Constructivist Instructional Design

Abstract

The Structure of Observed Learning Outcomes (SOLO) Taxonomy provides a constructivist framework that positions learners as active architects of their own knowledge. Grounded in social interaction, experience, and reflection, it urges educators to articulate learning objectives in a specific sequence and to design multi-level assessments. Despite being a known framework, there is little clarity on how to structure a teaching method or instructional design using the SOLO Taxonomy. Thus the primary goal of this desk research is to synthesize key concepts of SOLO Taxonomy that can be considered in making an instructional design. Using the systematic review approach, relevant studies were thoroughly identified, gathered, and analyzed. All collected data underwent in-depth thematic analysis to generate the desired outcomes. The analysis identifies seven themes that constitute the core concepts of the SOLO Taxonomy: the Construction of Personal Meaning, Deep Meaningful Learning, a Theory Y Learning Climate, Cognitive Learning Strategies, Reflective Learning, Formative Feedback, and Sequential Learning based on Empirical Prerequisites. These findings have significant and direct implications for the development of instructional methods. Together, these themes establish a pedagogical framework that aligns with the taxonomy's hierarchy, facilitating a progression from unistructural comprehension to extended abstract synthesis. The application of these principles enables educators to construct learning experiences that go beyond factual recall to simultaneously achieve content mastery and develop essential skills in critical thinking, metacognition, and adaptive problem-solving.