Constructivism is currently a hotly debated topic, with proponents and opponents equally adamant and emotional with respect to their viewpoints. Many misconceptions exist on both sides of the debate, and misuses of terminology and attribution are rampant. Constructivism is a theory of learning, not a particular approach to instruction and not a…

Mathematics teachers face a myriad of instructional obstacles. Since the early 1990s, mathematics education researchers have proposed the use of constructivist practices to counteract these ever-prevalent obstacles. While we do give credit to the choices of instructional activities the constructivist paradigm promotes, there are problems with its…

Presents a model lesson that demonstrates how teachers can provide experiences to close the conceptual gaps for deaf students and provide a common base before launching into new concepts. Discusses the constructivist paradigm, misconceptions, the Learning Cycle, strategies for teaching deaf students, and assessment of learning for students who are…

Analyzes the validity and reliability of the evidence from children's ideas from a constructivist viewpoint and proposes a guiding set of methodological principles for the generation and evaluation of evidence. Uses the guiding principles to make a critical analysis of some well-known research studies in the field of chemistry. Contains 33…

This study investigates the impact of Social Foundations class on the beliefs of elementary and secondary education majors. Over the course of 3 years, 99 students responded to pre-and postsurveys, using a 5-point Likert-type scale to express their level of agreement to 12 statements about instruction, learning, management, teacher training, and…

K-12 students enter physical education with many naive conceptions or misconceptions of how motor skills are acquired. One goal of physical education is to teach concepts that will help students learn and perform motor skills, but many practitioners don't know how to provide experiences that will teach students to apply their knowledge…

Argues that two theoretical components of a model known as the Conceptual Change Model (CCM) are beneficial constructs for teachers to use when helping students negotiate scientific discourse. Contains 34 references. (DDR)

Outlines the basic principles of constructivist theory and discusses the limitations of the theory in terms of providing worthwhile science education. Advocates a shift from personal constructivism to social constructivism. Contains 24 references. (DDR)

Introduces the Inventive Model, a constructivist approach to conceptual change, as a theoretical base for science instruction and for software development in science education. Highlights include the hesitancy of some school systems to implement computer-assisted science instruction, student misconceptions, and cognitive approaches to conceptual…

Focuses on constructivism and lists some of the procedures that teachers use to illustrate the constructivist learning model. Describes characteristics of a classroom that is using the constructivist model. First published in 1991. (YDS)

In most classrooms science has been presented as an inert body of knowledge to be assimilated rather than a process of inquiry and a way to make sense of our world. This traditional approach has allowed teachers to cover a great many topics but the quality of learning that it has yielded has proven disappointing. This article outlines some major…

Describes an interviewing activity that teaching methods instructors can use to help students break away from archaic, entrenched notions of teaching and learning. (PR)

Teachers who attempt to promote metacognitive learning strategies in their pupils usually encounter resistance because the pupils believe that they should be instructed by a teacher. One step in overcoming such resistance is to help students to recognize and discuss their implicit views. This document describes a repertory grid which can be used…

The challenge for education in today's knowledge age is developing students' capacity for sustained creative work with ideas. Although even the youngest students don't fear the abstract, working to improve ideas is an acquired disposition. Creative production is a progressive design process. Software is described in which students, as a community,…

Discusses the complexity of chemistry concepts and the identification of instructional barriers in terms of current learning theories. Recommends teaching to improve students' conceptual understanding. Contains 34 references. (WRM)