In this paper, it is suggested that while there are a variety of frames or perspectives that guide research into learning science, a pre-paradigmatic field need not be a "free-for-all". Lakatos suggested that academic research fields were characterised by research programmes (RP), which offered heuristic guidance to researchers, and which…

This paper discusses research premised on the view that new employees' necessary learning actions may be said to constitute a socio-cultural constructivist epistemology of necessity. It examines the work and learning activities of three new employees during their first months at a wholesale fruit and vegetable company. It proposes that what new…

It seems often to have been thought that we need to make some kind of theoretical and/or practical choice between (liberal) moral, social and political conceptions of social order and citizenship focused on principles (rights and/or duties) and (communitarian or other) perspectives focused on virtue and character. This essay argues that no such…

This book illustrates the breadth of theoretical and philosophical perspectives that can be brought to bear on mathematics and education. Part 1, "Constructivism and the Learning of Mathematics," contains the following chapters: (1) "A Radical Constructivist View of Basic Mathematical Concepts" (E. von Glasersfeld); (2) "Interaction and Children's…

The persistence of the constructivist agenda within learning and developmental theory suggests that underneath the seemingly disparate views of Piagetian, socioculturalist, and ecological perspectives lie some unifying concepts that find their mutual expression in constructivism. The paper contends that semiotics provides the conceptual means to…

This document discusses an introductory biology course that uses constructivist principles. Students observed phenomena and were engaged in activities before studying the content to ensure that the laboratory sections of the course were more than "look and see" or confirmatory experiments. The student handout is provided. (YDS)

At the heart of the debate over validity in qualitative research are ontological, epistemological, methodological, and axiological questions that are themselves blurred in a postmodern/poststructuralist matrix. This paper explores some of the foundations and criteria for establishing, representing, and evaluating the truth, rigor, and accuracy of…

Two experiments examined theory of mind in middle childhood by examining changes in the organization of mental verbs of knowing. Found that older children and comprehension monitors placed greater emphasis on the certainty aspects of mental activity than did younger children and comprehension nonmonitors, suggesting that important aspects of a…

The understanding of cause and effect situations is described in terms of the construction of a generative mental model and is exemplified through instances from science teaching. The absence of understanding is described in terms of failure of construction, reconstruction, or allied processes. (Author/SLD)

Presents a vision of authentic academic achievement and specific standards for pedagogy and student performance that are consistent with active learning or constructivist perspectives. The restructured and authentic pedagogy is based on standards of intellectual quality rather than teaching techniques or processes as the central target of…

Compares children's literacy learning to a mouse playing basketball--namely, that children are doing what they have been trained to do, and do not understand the rules of the game. Discusses behaviorist theory in both examples, and contrasts behaviorist theory with constructivist theory. (PA)

Examines how to reconcile constructivist pedagogy that emphasizes free student inquiry and self-correction with the demand that students learn content and inquiry methods required in the discipline-based educational standards, tracing this dilemma to an ambivalent regard for professional knowledge related to the pragmatist epistemology and…

Examined how student teachers constructed their teacher identities by using autobiographical stories. Analysis of 35 student teacher essays shows that autobiographical studies are a powerful tool in making the moral dimensions of teachers' identities visible. (SLD)

Considers how what one is shapes what one knows about the world, and how one can become aware of the conceptual shackles imposed by one's own identity and experiences. Discusses the construction of knowledge by the interaction between the questioner and the world. (SLD)

Examined the thinking of students who constructed personal knowledge about division of fractions. Mixed-ability fifth grade mathematics students used pictures, symbols, and words to resolve situations and communicate solutions. All strategies that the students used represented some manifestation of conceptual knowledge about addition and…