Conceiving of students as clients views teaching as a hierarchical one-way or buyer/seller relationship. Promotion of learning in a sacred relationship between teachers and students implies ways of being and habits of mind more conducive to emancipatory, empowering education. (SK)

Adult communication management theory proposes that communication takes place when individuals construct meanings about shared messages and accurately interpret others' intentions. Developing communicative competence requires assuming responsibility for learning, self-awareness, multicultural understanding, and learning-to-learn skills. (SK)

Examined how applicability of activated cultural knowledge would moderate cultural priming effects. Research with Chinese undergraduate students who had extensive knowledge of Chinese and western culture, and with Chinese-born students at an American university, indicated that seeing American versus Chinese cultural primes affected perception of…

The nonlinear organization of text on the World Wide Web allows greater user control. However, materials must be structured coherently by establishing associative and conceptual links without eliminating multiple pathways. A constructivist approach permits clear mental representation of concepts and the freedom to explore them. (SK)

Three strategies for developing conceptual knowledge in the workplace were tested in hospitality businesses: questioning, analogies, and diagrams. Proximal guidance of experts was most helpful in the construction of conceptual knowledge. Diagrams appeared least useful in this occupational context. (SK)

Proposes an alternative approach to community nursing assessment based on knowledge construction, including assessors' constructions of reality. Notes that qualitative methods such as triangulation allow for multiple viewpoints and evaluation of intangible aspects. (SK)

Desribes the transformation of science education throughout the last two decades into a specific field of research and knowledge associated with the establishment of the constructivist position. Analyzes some of the current criticisms of the constructivist orientation and studies their implications for the development of science education as a…

Uses case studies to explore how academic activities and discourse work together in classrooms to shape learning and instruction. Theories of social constructivism predict that the discourse arising before, during, and after activities can explain variability in students' social and academic participation in curriculum events, as can the nature of…

There are many versions of constructivism. One common argument against a constructivist approach is that it contains elements of instrumentalist, operationalist, and idealist epistemologies that distort the true nature of science including the goals of science and how scientists actually operate. A pedagogy based more on a realist epistemology…

Determines that the philosophical basis for science education is likely to be an interesting field in the 21st century and that there is a need to provide the practicing teacher with some ideas for daily work such as local, national, and international student cooperation; using student lab reports to develop local scientific journals; and having…

Argues that instructional techniques consistent with constructivist epistemology are not the only means by which students construct meaning. Suggests that the choice of instructional strategies should be based on the nature of the content, students' needs, and teacher objectives. (Contains 23 references.) (SK)

Focuses on the idea of chemical change and reports data from a study exploring the development of the concept of substance in children aged 11-14. Examines the use of the idea of elements, compounds, and bonding between atoms to explain chemical change and the intersection of these ideas with "basic" particle ideas. (Contains 21 references.)…

Criticizes radical constructivism of the Glasersfeld type, pointing out some contradictions between the declared radical principles and their theoretical and practical development. Suggests the possibility of an ideological substratum in the construction and hegemonic success of subjective constructivism, and briefly advances an alternative…

Presents a brief introduction to the argument that teachers need to challenge their basic assumptions about teaching if their classroom practice is to develop. Suggests moving away from the transmission of content from expert to novice (objectivist approach) towards a more dynamic system of shared learning (constructivist approach). (MM)

A model leadership program should enhance leadership competencies, emphasize feedback, develop conceptual knowledge, and foster personal growth. A constructivist approach helps learners recognize, relate, assimilate, and apply concepts and principles. (Contains 20 references.) (SK)