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)

Presents a summary of models and methods of attitude research which are embedded in the theoretical tenets of social psychology and in the broader framework of constructivism. Focuses on the construction of social reality rather than the construction of physical reality. Models include theory of reasoned action, theory of planned behavior, and…

Defines constructivist learning environments and explains why the idea is worthy of study. Discussion includes the different assumptions underlying common metaphors for instruction, the idea of learning environments, the outcomes of learning environments, and the components or functions that make up learning environments. (JMV)

Response to an earlier article in JRME in which the authors propose a constructivist alternative to the representational view of mind. Argues that the original article misinterprets the postepistemological perspective, confuses ontological and epistemological issues, and mistakes the pragmatic force of the constructivist argument. (45 references)…

Three dimensions of practical knowledge are knowledge how, knowledge that, and tacit knowledge. Six means of acquiring practical knowledge are professional/vocational education, practice, internalizing the rules, monitoring and adapting performance, reflecting, and continuing education. (SK)

Presents a critical response to a previous article (IR 528 340) that maintained a relationship between a cognitive constructivist viewpoint of distance education and the belief that prepackaged instructional materials are inherently behavioral and lead to surface learning. The author argues that prepackaged materials can help with deeper learning.…