The author used qualitative research methods to explore an 8th-grade mathematics teacher's personal definition of cooperative learning and the enactment of cooperative learning in his classroom according to that definition. Data collection involved interviews and classroom observations. The author used coding schemes and descriptive statistics for…

People notice children's creativity in their lively talk, practical ingenuity, funny or surprising ideas, or their new or clever ways of applying their knowledge. When the connections they make between ideas seem to come from them as individuals, there is a sense of "authenticity." Understanding learning from a constructivist perspective…

In this article we report research on the culminating seminar of an all-course Master of Education program. The seminar, a credit course, required students to construct and disseminate knowledge through an iterative process of critical dialogue and collegial critique. The research question was: Does this research seminar facilitate knowledge…

In past issues of "The Educational Forum," David Elkind (2004; 2005) and Jamin Carson (2005) have engaged in a dialogue about constructivism and objectivism as viable philosophies of education. In this issue, yet another author joins in the discussion by questioning the role of science and religion in objectivism.

As part of the larger project to revision vocational psychology for a new era, a process referred to as the emergence of new intentions in subjective experience is defined and described. It is proposed that this process is central to the ongoing construction and reconstruction of lives in the changing landscape of the times. Following an…

This article provides a series of readings of a young man's career--a career that was shared in the context of a research project. Although similar, each reading is qualitatively different in the sense that new material is introduced on each occasion. This, in turn, highlights the limitations of the word as a form of representation. The article…

The suggestion that new courses can be constructed from existing learning objects appears technically self-evident but remains unproven. Despite increasing evidence that learning objects can provide a suitable structure for constructing courses most evidence is based on creating learning objects, either through restructuring existing materials or…

Qualitative career assessments are theoretically based interventions that are grounded in constructivism. Constructivism is a departure from the traditional logical positive worldview that has influenced the development of many traditional career assessments. A central concept to constructivism is the importance of meaning, which can only be…

Many e-learning materials lack pedagogical principles and theoretical foundations. The great potential of activating learners and thus enriching learning experience is often unused in instructional software and online courses. Pedagogical theories like constructivist and action-orientated approaches should rather underlie the creation of new…

Over the previous two decades the emergence of post-modernist thought (i.e., radical constructivism, social constructivism, deconstructivism, post-structuralism, and the like) on the American intellectual landscape has presented a number of challenges to various fields of intellectual endeavor (i.e., literature, natural science, and social…

Image studies, or imagology, was traditionally subsumed under the uncritical notion of "national character", which was itself replaced by the constructivist term "national stereotype". Since its origins in comparative literature, the field has moved beyond the narrow disciplinary confines of the humanities, with their predominantly qualitative…

The Systems Theory Framework (STF) of career development represents a metatheoretical account of career development that is consistent with the constructivist worldview. Presented as a framework of influences, the STF clearly illustrates the content and process of career development. The STF has provided the stimulus for the development of a…

There is one account in the literature of the application of a solution-focused approach to individual teaching development at university level (Devlin, 2003). The solution-focused approach is based on solution-focused brief therapy (SFBT). The current paper elaborates on the existing account, further outlining and illustrating the techniques that…

A constructivist approach to teaching encourages students to seek answers for themselves, while the instructor acts as a guide and facilitator as students pursue information gathering and knowledge construction. In a large class, it is difficult to use a constructivist model of education simply because of the number of students involved. This…

This paper attempts to discuss behaviorism and the construction of knowledge. This review investigates whether behaviorism methodology has any advantages in learning a language in our classroom. This assessment also observes the critics of behaviorism and its weaknesses in a learning environment. This inquiry concentrates on the view point of B.F.…