This paper is concerned with the relationship between authenticity and adult learning and prompted by some studies in which adult "authentic learning" is a central concept. The implication revealed by them is that real-worldness of learning contexts, learning content and learning tasks is perceived as conferring authenticity on learning. Here,…

This paper describes successful strategies based on research and practical applications used in the Greater Clark School Corporation in bringing many languages and cultures together. The most reasonable and correct course of action for teachers to take is to include the students in all class activities that will be enhanced by cooperative…

Before leaders in technology education are able to identify a theoretical framework upon which a curriculum is to stand, they must first grapple with two opposing views of the purpose of technology education--education for all learners or career/technical education. Dakers (2006) identifies two opposing philosophies that can serve as a framework…

Critiques the linear model that some managers use for appointing work groups, committees, and task forces; and discusses constructivist-based approaches as more effective ways to promote positive consensus, cohesion, and cooperation among nursing work groups. (Author)

Development of knowledge occurs through participation in social practices throughout life. Knowledge is constructed through engagement in problem solving; knowledge has conceptual, procedural, and dispositional dimensions; and the nature of the problem and different social practices influence the type of knowledge that is constructed. (SK)

Using a Vygotskian framework it is claimed that social practices influence mental functions, and thus vocational knowledge is shaped by history, community, and ontogeny. Key elements of practice are shaped by context, so there is no guarantee that transfer to another setting will occur. (SK)

This article discusses the benefits of constructivism for both teachers and students. The author believes that teachers can increase student engagement in expressive performance learning without giving up performance quality.

Student problem solving, even with emotionally disturbed children, provides students and teachers with a way to deal with impulsive behavior. Outlines steps to respectful problem solving by introducing students to ways to reframe their thinking. (JPS)

Appraises a number of approaches to 'thinking globally' in environmental education with particular reference to popular assumptions about the universal applicability of Western science. Suggests that the contribution of Western science to understanding and resolving environmental problems might be enhanced by seeing it as one among many local…

Discusses the problem-solving orientation to the teaching of science in middle school, including constructivist theory, the learning cycle, cooperative learning, and assessment. (SR)

Describes a constructivist chemistry laboratory approach based on students' personal experiences where students had the opportunity to develop their own experimental processes. Points out both the fruitfulness and difficulties of using a graduate student as a teaching assistant. (YDS)

Analyzes the use of problem-based learning as a catalyst for developing and implementing curriculum for gifted students that is both challenging and constructivist in approach. It relates metacognition to problem-based learning and describes inservice programs developed for teachers and administrators at the College of William and Mary (Virginia).…

Argues that scientific knowledge in school is a social construct in which curriculum proposals are simply points of departure that are transformed by the social interaction that takes place within the classroom. Considers discourse as playing an important role in knowledge construction. Contains 31 references. (DDR)

Presents salient features of workshop discussion examining good educational practice related to creative thinking and problem solving. Describes constructivist teaching, incorporating examples of classroom learning opportunities that use different forms of scaffolding and vignettes that illustrate constructive educational interactions. Explores…

Develops properties of tasks that are pedagogically efficient and allow students to discover mathematical concepts for themselves. Illustrates the structure and philosophy of powerful tasks for the concept of angle. Presents seven examples of powerful tasks, including two involving two-dimensional graphic systems. (Contains 39 references.)…