Describes a novel method for analyzing concept maps for research and analysis purposes. Examines 56 complex concept maps generated from student interviews on the topic of chemical bonding. (Contains 32 references.) (Author/YDS)

Presents a conceptual model of relationships among variables to guide the design of research in technology-mediated learning environments based on sociocultural and constructivist principles, for framing questions and for generating hypotheses about the social dimensions of learning developments with influences from the cultural context. (Contains…

Discussion of constructivism in learning focuses on a working constructivist framework for electronic learning that balances the individual and social perspectives. Presents two models of electronic learning: the first uses a traditional approach that focuses on the best use of media, and the second focuses on personalization and relationships.…

Explores how evaluation leads to transformative learning in organizations and addresses the increased use of evaluation processes and findings and evaluators' roles and practices. Also describes the theories underlying constructivist and transformative learning. (SLD)

Studied the characteristics of constructivism and their presence in face-to-face and open and distance learning through electronic discussions involving 12 experts and the evaluation of 17 telephone-mediated tutorials. Findings indicate that the seven identified components of constructivism were not sufficiently present in any setting evaluated.…

Discusses college student learning within the context of online instruction, analyzing issues surrounding online implementation of physical education/kinesiology coursework (whether students learn via online instruction, whether students learn by taking online courses, and advantages of online instruction). The paper offers constructivism as a…

Discusses the importance of fostering critical thinking in chemistry. Presents strategies to improve critical thinking that were used in general chemistry for science and engineering majors, a similar course for less-prepared science and engineering majors, and a course for nonscience students. (JRH)

Presents a theoretical model for developing environmental conceptions that incorporate environmental knowledge, attitudes/values, and behavioral orientations. Encourages students to become aware of, challenge inconsistencies in, and make informed decisions regarding their commitment to their own or alternative environmental conceptions. Presents…

Presents the results of a discussion among high school students about what holds up the moon. The question and ensuing discussion enabled students to question their existing ideas, but caused them to be anxious. (DDR)

Argues that teaching should be based on Piaget's constructivism because it explains the nature of human knowledge; explains children's knowledge construction from birth to adolescence; and informs educators how Piaget's distinction among physical, social, and logicomathematical knowledge changes the way many subjects should be taught. Elementary…

Indicates the necessity of curriculum frameworks that enable all students to achieve their maximum potential literacy; to create their own knowledge; and to develop in directions unique to their needs, interests, abilities, and perspectives--that is, to become self-actualized. (Contains 65 references.) (Author/YDS)

Teaching constructively may make students approach assignments cautiously because of the relativistic nature of constructivism. Analysis of 30 nursing students' narratives shows that narrative is a useful technique for developing critical thinking because it encourages student openness and flexibility. (SK)

Presents five perspectives on teaching: transmission, development, apprenticeship, nurturance, and social reform. Urges the use of these perspectives to identify, articulate, and justify teaching approaches, rather than simply adopting constructivism as the new orthodoxy. (SK)

Examines anti-objectivist arguments made by constructivists using their therapeutic approach. Concludes that none of the arguments are cogent. Considers whether acceptance of a constructivist, non-objectivist epistemology is likely to affect constructivists' therapeutic practice. (Author/JDM)

Describes the value of integrating technology with student-centered, meaningful, and engaging learning experiences based on constructivist theory. Topics include the role of the teacher; learning theory that underlies constructivism; examples of teachers using constructivist methods; the use of a personal digital assistant to chart students'…