Two experiments involving 131 college students investigated whether readers could accurately incorporate unusual assumptions about time in the novel "Einstein's Dreams" (A. Lightman). A construction-integration model is proposed to explain the interactions found among literary expertise, reading time, and the typicality of test statements. (SLD)

Argues that two theoretical components of a model known as the Conceptual Change Model (CCM) are beneficial constructs for teachers to use when helping students negotiate scientific discourse. Contains 34 references. (DDR)

Describes how the Internet can be used to support the active construction of knowledge within classroom, and can be used to create authentic literacy experiences for children. Discusses how literacy and learning are being redefined by the social constructivist perspective and constructivism. Notes specific Web sites. (SR)

Presents a case study of the use of constructivist theory in mass communication higher education. Reports the participants' observations during and critique of a quasi-experimental study in which students could follow a traditional route and use the instructor's syllabus, or they could immediately put constructivist learning theory into practice…

Suggests that cognitivism does not imply outright rejection of decomposition and decontextualization in education, critically analyzing two movements based in part on this rejection (situated learning and constructivism). Debunks the assumption that knowledge is better acquired when provided in a context where it can be used. Sets forth a program…

Examines some reasons for the gap between teacher education and school practices, a potential conflict between teacher educator's views and pre-service teacher's own views of their learning, and negligence in examining the discourses within which educational practices are constituted. (Contains 37 references.) (Author/ASK)

Discusses the policy and practice implications of five articles published in this issue. Argues that the "one size fits all" approach cannot work in systemic reform. (Contains 23 references.) (YDS)

This case study uses two "voices," the teacher's and student's, to examine the strengths and pitfalls of presenting Web courses from a constructivist modality. The insights were gathered from two years of Web courses at a small Arizona university. (EV)

Reviews problems with the constructionist view of comprehension, often based on schema theories, in light of evidence suggesting that bottom-up processes are predominant in comprehension. Reports on three alternative views of the role of top-down processing in comprehension. Proposes that some elements of schema theory remain important to…

For women to develop competence at all, but especially in high-status technologies, is to violate the unwritten law of gender. Positivist, constructivist, and critical theory accounts of gender and equity leave the status quo intact. Postmodern theorizing allows a different blueprint for change. (SK)

Presents a fun-filled activity in which students create the perfect Kool-Aid recipe. Incorporates chemistry, cooperative group skills, experimentation, and recording of results. (JRH)

Describes a teaching framework that allows instructors to become facilitators rather than the knowledge source; it also encourages social construction of knowledge and independence. Cites the seven stages of EMPOWER: elicit, monitor, pose, organize, web, engage, and reflect. Notes that these stages take students through a prereading strategy, a…

Focuses on theoretical underpinnings of social constructivism and multicultural education and aspects of social constructivism that can provide frameworks for research in multicultural science education. Attempts to persuade other researchers to expand their research and teaching efforts into multicultural science education. Illustrates a blending…

Discusses common features of the scientific change problem in epistemological research and conceptual change problem in didactic research, analyzing the role of analogies and metaphors within scientific knowledge. These ideas are confronted with images of scientific learning within pedagogical and epistemological constructivism. Maxwell's views…

Clarifies the author's position on constructivism and whether nature determines what is produced as knowledge in human development. The author states his form of constructivism as a theory of rational knowing, not a metaphysics of being, for whatever things we know, we know only insofar as having constructed them as viable entities in our…