There is an interplay between emotions and learning, but this interaction is far more complex than previous learning theories have articulated. This article proffers a novel model by which to regard the interplay of emotions upon learning and discusses the larger practical aim of crafting computer-based models that will recognize a learner's…

A panel of experts proposed and rated categories and indicators of constructivist-compatible principles for Internet-based courses. The categories and associated indicators provide an initial framework that may help educators apply constructivist principles to the development of Internet-based courses. (EV)

Contrasts the dominant view of distance education as mass production and independent study (industrial model) with an emerging view incorporating interactive communications technology and personalized and collaborative learning (postindustrial model). Argues that computer conferencing is the most feasible and effective postindustrial technology…

Presents a blood type puzzle that provides a visual, hands-on mechanism by which students can examine blood group reactions. Offers students an opportunity to construct their own knowledge about blood types. (JRH)

The prevailing model of school knowledge is bounded, verifiable, controllable, and external to the knower, reinforced by textbooks, curriculum guides, and standardized tests. A better vision of schools is one in which multiple and diverse voices are heard, and knowing as a process is valued over knowledge as a product. (JOW)

Explores the incompatibility between constructivist theories of learning and realist metaphysics (belief that knowledge and skills exist in mind-independent workplace practices). Shows how this results in conflict between constructivist teaching approaches and the transmission or banking mode favored by realist metaphysics. (SK)

From a cognitive point of view, students construct new knowledge frameworks by relating new information to prior knowledge. Visual constructions help students reestablish unity of knowledge from "bits" of information received in linear note taking. Discusses the benefits of note taking and review, and summarizes visual note-taking…

Suggests that too much Web-based instruction assumes that the Web is a library that can be used to convey knowledge, that searching and finding information equals learning, and that hyperlinking is good instruction. Critiques these assumptions based on constructivism and offers instructional methods to counteract their effects. (Author/LRW)

Reports and interprets the rankings of Rodger Bybee's 12 global-environmental issues/threats by first and second year engineering students (n=175) at the Technical University of Krakow, Poland. Results indicate that personal experience with local environmental issues are the most important determinant for ranking global environmental threats.…

Examines current research on publicly communicating one's sexual orientation and sexual identity formation models within the two prevalent theoretical orientations: essentialism and social constructionism. Aspects of both theories find support in the empirical literature reviewed. The discovery process is discussed and three coming-out audiences…

Explains the strategies employed to constructively mentor a preservice teacher. Uses small group instruction to test different theories on the topics of floating and sinking. Includes a mentor feedback sheet. (YDS)

Investigates the acquisition of elements that instantiate the grammatical category of "inflection"--copula "be," auxiliary "be" and 3sg present agreement--in longitudinal transcripts from five children, aged from 1 year and 6 months to 3 years and 5 months in the corpora examined. Aimed to determine whether inflection emerges as a unitary…

Presents a theoretical analysis of constructivism in practice by building a framework of dilemmas that explicates the conceptual, pedagogical, cultural, and political places of the constructivist teaching experience. The framework serves as a heuristic for teachers, allowing them to interrogate their own beliefs, question institutional routines,…

Part 1 of a three-part article analyzing radical constructivism (as one interpretation of Piaget) and the socio-cultural perspective (as one interpretation of Vygotsky), including major principles, primary contributions to mathematics education, and potential limitations. Introduces an integration of the two theories through a feminist…

Describes how new knowledge about teachers and teacher education has been created through narrative studies. Shows how biography, autobiography, and personal narratives are used in the construction and reconstruction of a teacher's personal practical knowledge. (SK)