Discusses the gap between educational theories and practice and focuses on constructivism in mathematics classrooms. Contains 12 references. (ASK)

The dominant approach to on-the-job training is the job instruction model (experienced colleague as instructor). The model involves task analysis and direct instruction. Task analysis is useful if restricted to elements that benefit from standardization. Direct instruction is effective only if embedded in continuous work improvement and is…

A study of 1,176 Taiwanese 10th graders showed that they tend to perceive their learning environments as less constructivist than they preferred. Those with more constructivist than empiricist beliefs about science felt that environments did not provide sufficient opportunities for social negotiation, integration of prior knowledge, and meaningful…

This article describes constructivist principles of learning in geometry specific to children's imaginal anticipations in line measurement and fractions. Application with seven sixth grade students with learning disabilities found that students had difficulty coordinating and imagining second-order and higher nested relationships that could be…

Focuses on problem-based learning (PBL). Explains ill-defined problems of PBL and compares PBL with the typical problem solving approach. Lists 10 steps to involve students in constructing understanding for use with PBL. (YDS)

Argues that "truth" and "time" are defined differently by scientists and postmodern observers of science: a theoretical definition of "truth" is often applied to scientific knowledge within science education, whereas a practical definition, supported by evidence, is used within science. (Author/CCM)

Compares five perspectives on experiential learning in terms of their views of knowledge, learning, and teaching; relationship of knower, culture, and knowledge; and critiques of the perspectives. The five are reflection (constructivist), interference (psychoanalytical), participation (situative), resistance (critical cultural), and co-emergence…

Examined the reactions of students to an educational psychology course designed to be constructivist, situated, and socially mediated. Response of 34 graduate students to a questionnaire suggest that most students believed class activities were helpful to their understanding of course content and learning of new teaching strategies. (SLD)

Studied effects of a constructivist and interdisciplinary block of methods courses on the self-efficacy in mathematics of 73 preservice teachers. Significant differences were found between pretest and posttest results. Discusses implications for teacher education programs. (SLD)

The criticism of the review of social competence and affective behaviors provided by D. Ferguson and P. Ferguson does not respond to the review so much as it presents a constructivist point of view about disabilities and inclusion and, as such, is a statement of an ideology rather than a critique of a review. (SLD)

Draws attention to some contemporary educational issues that hinge upon interpretations of the nature of science, especially constructivist proposals. Discusses the range of philosophical debate on the merits of constructivism. Contains 88 references. (DDR)

Wageningen University's extension science program shifted from a positivist to a constructivist foundation. Participatory methodologies and interactive policies are being developed, and the program's name has been changed to Communication and Innovation Studies. (SK)

Based on the results of a research and development project that was funded by the European Commission. Findings from previous research were synthesized into an innovative method that seeks to combine instructional and constructivist approaches in a single application. The integrated method applied in the design of the "PEC" (Procedures and…

Discusses how to design courseware programs that integrate benefits of instructionism (linear instruction) and constructionism in a hypermedia structure. A model of feedback that fades in and out is suggested, four examples are explained, and suggestions for redesigning programs are given. (LRW)

Studies aspects of the conceptual reorganization and change of students aged 12-18 (N=40). Describes conceptual change through case studies and students' identifications of chemical reactions. Contains 18 references. (DDR)