In this defense of Piagetian constructivism, sociocultural constructivism is critiqued as nihilistic, culturally relative, and dangerous when placed in the context of real science classrooms. (PR)

Develops and represents diagrammatically a holistic model of theories of learning in mathematics education, including transmissive and constructivist views. (45 references) (MKR)

Beliefs and values evolve within communities through daily experience. Information gained from experience is translated into knowledge through the filter of beliefs and values. Community development facilitators should add their knowledge base to the community's to produce new knowledge and a synthesis of new cultural habits. (SK)

Explores and compares the assumptions and nature of four constructivist-related positions in mathematics education: information processing theory, trivial constructivism, radical constructivism, and social constructivism. (19 references) (Author/MKR)

Adult education program development often takes either a positivist/functional or subjective/empowerment approach. From the tacit process and concepts used by experienced programmers emerge questions to guide development: Which conceptual model underlies one's approach to needs assessment? What are needs? Whose needs are assessed? and How are…

Cognitive research findings depict learning as an active, constructivist, cumulative, and self-regulated process leading to the development of understanding and complex, skilled performance. Nurse educators can use these findings to design courses reflecting complex performance, providing for collaborative learning, encouraging student reflection…

Develops the concept of the learning of interpretation in contrast to prevailing didactic models of representation. Sketches the didactic and professional-theoretical implications of the concept of learning of interpretive methods. Illustrates these considerations concerning the learning of interpretive methods with empirical examples. (DSK)

Effective learning environments for older learners should (1) be based on constructivist principles; (2) recognize adults' attachment to their world view; (3) realize they are accustomed to setting priorities; (4) involve facilitating and coaching; and (5) introduce newer teaching-learning methods. (SK)

Presents an article featured in the March issue of "Mathematics Teaching" that discusses the necessary components of active learning in mathematics classrooms. Considers constructivist framework for analysis of mathematical learning activities that need to be carried out with consideration of aspects of presentation, the nature of pupils' mental…

Reviews the historical transitions leading to a fourth generation of distance education, including a paradigm shift with the use of the Internet; presents instructional design models; and develops a hybrid model that integrates constructivist and objectivist approaches and takes into account both learning and design principles. (Author/LRW)

Assumptions about the equal reliability of competing accounts of risk deserve to be examined empirically while the scope for interpretative flexibility when addressing risk issues is clearly extensive. Indicates that the U.K. evaluation was not only less precautionary than its U.S. equivalent but was also less well-constructed and therefore less…

Explains socially constructed cognition in terms of learning organization concepts (personal mastery, mental models, shared vision, team learning, systems thinking). Describes the enterprise culture, learning universities, and workplace learning. Examines the role of consultants in promoting organizational learning. (SK)

Constructivism is congruent with adult learning theory and has potential for self-directed learning and development of metacognitive skills. Nursing education within a constructivist framework can help nurses develop into experienced practitioners by tapping their knowledge base from life experience. (SK)

Continues the discussion of postmodernism, constructivism, and multiculturalism presented in several recent publications of the "Journal of Mental Health Counseling." Besides providing an analysis of the junctures and distinctions among these three major conceptual forces, discusses their implications for mental health counseling practice.…

Describes the R2D2 (Reflective, Recursive Design and Development) model of constructivist instructional design. Highlights include participatory teams; progressive problem solution; phronesis, or contextual understanding; dissemination, including summative evaluation; and a new paradigm that shifts from the industrial age to the information age.…