Discusses two dichotomies in the philosophy of mathematics: the prescriptive-descriptive distinction, and the process-product distinction. Introduces the social-constructivist view that can affect the aims, content, teaching approaches, implicit values, assessment of the mathematics curriculum, and the beliefs and practices of mathematics…

Presents created letters and responses from a character representing an authority to develop ways of teaching what constructivism is and ways to address the obstacles that teachers might face in adapting a mathematics reform and constructivist approach in the classroom. Contains 16 references. (ASK)

Recommends a constructivist approach to reading instruction. Argues that (1) ownership is the overarching goal of the curriculum; (2) constructivist approaches improve word identification and higher-level thinking; (3) phonics instruction should be properly timed; (4) writing makes a significant contribution to children's learning of phonics; and…

Describes Internet-based nursing-education courses offered by the University of Kansas, which are based on learner-centered, constructivist principles; flexibility; and methods to overcome temporal and physical barriers. (SK)

Presents four examples of students engaged in self-directed building projects. Uses the enactivist ideas of enaction, coemergence, mutual specification, and adequate conduct to describe and interpret the four cases. Describes the ways in which personally significant meanings and personal competency emerge within the context of self-directed…

Reports on the evaluation of the effect of the University of Iowa's program on the development of teachers' constructivist philosophies by participating Korean inservice high school science teachers (n= 70). Concludes that the effect of the workshop was significant and that learning was retained. Contains 11 references. (Author/ASK)

Examines students' roles during a long-term collaborative task that required mastering complex sets of cognitive, regulatory, and social skills needed for building knowledge largely from their own and their peers' ideas and observations. Describes the eight prominent sociocognitive roles that emerged from the study. Contains 61 references.…

Considers how teachers can use their classrooms to prepare students to respond to a diversity of social concerns in this world. Discusses how teachers can help children see the connections between learning and their life experiences. Presents two children's picture books that reflect social issues, "Way Home" by Libby Hathorn, and "Smoky Night" by…

Argues that teacher educators must ensure that early childhood teachers learn to create critical curricula aimed at fostering democratic citizens rather than implement given appropriate practices into which they have been indoctrinated. Advocates engaged pedagogy as an approach to counter the indoctrination approach to teacher education. Describes…

An expanded model of learning upon which to base continuing professional education views knowledge as the social construction of information through constructivist and transformative learning. The model also depicts the effect of context on the process. Providers must change their mindset and become active facilitators of knowledge construction.…

The literature reveals disagreement over the degree of intervention facilitators should make in problem-based learning (PBL). PBL requires a shift to a constructivist teaching philosophy. Instructors who serve as facilitators need training in PBL methods and group dynamics in order to be effective. (SK)

Reviews research on constructivism in learning and selection of learning strategies. Suggests linking constructivism with instructional technologies for continuing medical education in order to "disrupt" reactive, habitual ways of learning and encourage active engagement. (SK)

Considers substance identity and pupils' interaction with the scientific idea of melting and boiling behavior as a means for identification and assessment of purity. Presents evidence that suggests that children do not naturally have a concept of substance identity that allows them to recognize chemical change as a possibility. (Contains 31…

Argues that Deweyan philosophical pragmatism does not share the radical ontological and epistemological theses that are common elements of constructivism, demonstrating that the Deweyan-pragmatic perspective is one that is ontologically realist and requires a correspondence of truth. The paper concludes that Deweyan pragmatism is neither a version…

In Finland, 22 fifth-graders completed activities using the Lego/Logo Control Lab learning system. Their work was largely self-directed; the teacher functioned as adviser; technological content was understood and transferred through social interaction; and math/science content was used naturally as a tool for problem solving. (SK)