Presents points of agreement with DeVries, Zan, and Hildebrandt: overall educational philosophy, the developmental path from egocentrism to reciprocity, and educational approaches when fundamental ethical principles are at stake. Examines the substantial differences in perspectives regarding the substance of morality, the process of teaching…

Suggests that trivialized versions of constructivism are promulgated due to misunderstandings of vocabulary adopted by its advocates. Discusses specifics of frustrations in an effort to communicate the insights and implications of radical and social constructivist theories to preservice and practicing teachers. Presents a classroom episode to show…

Introduces a study investigating the social constructivist role on teacher confidence in science teaching. Focuses on cooperation between teachers and researchers on instructional strategies and explores the impacts on student learning, children's' oral and written skill development, and attitudes. (YDS)

An experimental group studied Macbeth in an independent, constructivist setting using multimedia; the control group studied traditionally. Eleven of 23 experimental students and 2 of 21 in the traditional class failed. In an experiment with Hamlet, the results were reversed. Students were most successful when the teacher was actively involved,…

Reviews the vision of nineteenth century geographers who believed geography education should promote cooperation and tolerance. Explores why these value-laden methods were forsaken. Reports on geographers who call for geography to address social issues. Argues that social justice be adopted and focus on the constructivist methods of Paulo Freire.…

Studied the learning outcomes of a science teaching program for preservice teachers in Fiji using quantitative and qualitative techniques. Results for 24 teachers show that students involved in the constructivist pedagogy generally developed a deeper conceptual understanding of the topic, and in some cases these learning outcomes could be linked…

Reports on the Victorian Science in Schools Research Project (VSSRP) which was developed to help teachers support student learning of science content. Reviews research on student learning of science concepts and traces changes over the last two decades. (Contains 46 references.) (Author/YDS)

Compares "associationist" instructional theory and standards with constructivist instructional theory and standards. Argues that constructivist standards should be used to help create a culture of high quality based on high expectations in urban schools. Provides two examples: Central Park East Secondary School (CPESS) and the Philadelphia's…

Provides two examples of the use of the guided-experience approach to teach the U.S. Civil War to eighth-grade students and a life-science unit to third-graders. Describes four key competencies teachers must master to successfully use this approach: Develop community, use materials creatively, question effectively, and master the subject. (PKP)

Teacher dialogs are a powerful staff development tool, involving a few teachers who meet during school hours on a regular basis to discuss instructional issues using a constructivist approach. The article examines ways to schedule time to maximize teacher learning and presents a model of staff development based on constructivist thinking. (SM)

This article addresses the importance of academic instruction in addition to traditional social and behavioral interventions with students having emotional and behavioral disorders. Literacy instruction is discussed from the constructivist view and literacy assessment and intervention are compared and contrasted with constructivist and behavioral…

Describes the difference between mediation and "mediatisation." Suggests the need for a paradigm shift away from the computational model of knowledge as pure information processing and task-centered problem solving to a more contextualist, sociointeractional, constructivist, user-centered model of cognition. (Author/AEF)

Examines 52 fifth graders' written and oral responses to determine the impact of a scientific demonstration on their understanding of air pressure. For one-third of the children, the demonstration reinforced previous understanding. Recommendations for using demonstrations to promote children's scientific understanding are presented. (ZWH)

Describes Southern Connecticut State University's Center of Constructivist Teaching/Teacher Preparation Project, a theoretically consistent teacher education program grounded in constructivism. The program encourages extensive questioning, reflecting, and constructing as preservice teachers confront traditional beliefs, study children's…

Reviews the historical and current theoretical contexts that have contributed to the concept of readiness, especially reading readiness. Discusses connectionist, emergent, social constructivist, and critical theories of early literacy. Ends with a discussion of the future of research, debate, and practice in the area of early literacy. (DR)