Teacher educator returns to eighth-grade classroom. Despite student learning, realizes that something is missing from lesson plans: no relationship with the students. Makes conscious effort to improve relationship. Finds classroom teaching experience provides best education as teacher educator. Recommends that all teacher educators return to the…

Provides a brief overview of the constructivist learning model and characterizes the science classroom where the constructivist model can best be used. (ZWH)

Discussion of constructivism and instructional design focuses on the development of a design model for constructivist environments that supports the construction of knowledge, a meaningful context for learning, and collaboration among learners and with the teacher. Differences between constructivist and objectivist approaches are considered.…

Presents an approach to quadratic functions that draws upon knowledge of linear functions by looking at the product of two linear functions. Then considers the quadratic function as the sum of three monomials. Potential advantages of each approach are discussed. (Contains 17 references.) (MDH)

Discusses the need for reform in teacher evaluation, current practice, implementing the Professional Teaching Standards of the National Council of Teachers of Mathematics, and the relationship between teacher evaluation and constructivist views of learning. (MKR)

Presents perspectives of constructionist and conversation analysis in a study of interactive processes in literate activity. Describes the interaction among four Spanish-English students while one student generates a story. Finds four types of coordinated action by students that allowed students to control their own literacy learning. Discusses…

Discusses Paul Cobb's distinction in learning research between psychological constructivism, the emergent perspective, and sociocultural theory, and examines his argument that it is reasonable to talk about knowing from each of these viewpoints. The author offers a refinement of Cobb's pragmatic approach in accounting for learning. (GR)

Describes the assumptions of a constructivist epistemology, contrasts them with objectivist assumptions, and describes instructional systems that can support constructive learning at a distance. Highlights include paradigm shifts in learning and instructional design theory; computer-mediated communication; computer-supported collaborative work;…

Shows similarities between realism and radical constructivism by presenting examples of using children's ideas in order to create education in the context of teaching spherical geometry. (18 references) (MKR)

Explores preservice teachers' (n=151) metaphors of teaching and learning and examines some components of student teachers' own intuitions. Concludes that metaphors communicate a richness of meaning that conveys elements of mood, control, roles, attitudes, and beliefs as they apply to teaching and learning and are grounded on more deeply rooted…

Discussion of evaluation of learning focuses on a constructivist approach to evaluation based on a constructivist learning model. Topics addressed include comparing traditionalist and constructivist views; traditional evaluation of learning; and constructivist evaluation strategies that include one-sentence summaries, concept maps, annotated…

Feminist reflection on teaching English as a Second Language to Australian migrant women concludes that empowerment assumes teacher-student solidarity; critical pedagogy arises from praxis; and women-centered culture can help mediate cultural, class, and political differences. (SK)

Describes an investigation for physical science and chemistry students that engages students both physically and mentally. (ZWH)

The first part of the process model for experiential learning (EL) includes student characteristics and needs (role of experience and prior knowledge, different learning processes, active involvement, affiliation needs, life context) and conceptual foundations of EL (definitions of knowledge, elements of cognition, constructivist teaching,…

Six papers on special education technology and individual differences are introduced. The papers illustrate the growing influence of constructivist perspectives on the use of technology to accommodate individual differences among people. The papers recognize the importance of using technology to scaffold the client's construction of different…