Constructivism is described as a learning theory based on authentic and real-world situations.

Students internalize and construct new knowledge based on past experiences. The constructivism theory is studentcentered and encourages higher level processing skills to apply their working knowledge. The educational impact of constructivism is positive, in that instruction is based on students prior knowledge, allowing them to make significant connections and solve complex problems. student plays an active role. The student brings past experiences and prior knowledge to the classroom and uses these to actively connect with new ideas or problems that are presented. student responsibility is greater, as they discover how new knowledge connects with prior knowledge. The learner continuously asks questions and guides their own learning process. Students learn that there is not just one way to solve problems, but rather multiple ways to finding answers. The teachers role is to anticipate and address student misconceptions while presenting authentic questions and real-world problems or situations. The teacher does not provide clear answers on how to solve these problems or questions, but guides students to make sense of how things work according to what their past experiences are and how it applies to the new knowledge they are constructing. https://www.msu.edu/~purcelll/constructivismlearningtheory.htm

The term authentic is defined as genuine, true, and real (Webster's Revised Unabridged Dictionary, 1998). Authentic learning is a pedagogical approach that allows students to explore, discuss, and meaningfully construct concepts and relationships in contexts that involve real-world problems and projects that are relevant to the learner (Donovan, Bransford, & Pellegrino, 1999).
Authentic instruction will take on a much different form than traditional methods of teaching. The literature suggests that authentic learning has several key characteristics.

Learning is centered on authentic tasks that are of interest to the learners.

Students are engaged in exploration and inquiry. Learning, most often, is interdisciplinary. Learning is closely connected to the world beyond the walls of the classroom. Students become engaged in complex tasks and higher-order thinking skills, such as analyzing, synthesizing, designing, manipulating and evaluating information. Students produce a product that can be shared with an audience outside the classroom. Learning is student driven with teachers, parents, and outside experts all assisting/coaching in the learning process. Learners employ scaffolding techniques. Students have opportunities for social discourse. Ample resources are available. (Donovan et al., 1999; Newman & Associates, 1996; Newmann et al., 1995; Nolan & Francis, 1992).
http://www.ncsu.edu/meridian/win2003/authentic_learning/