Examines the role played by metaphor in supporting and conditioning thinking about theoretical models of learning in science education. With special reference to von Glasersfeld's theory of radical constructivism, suggests that much of the controversy appearing in the academic discussion of this theory stems from the injudicious use of metaphors…

Studied the construction of explanations in a social situation of science learning in which 18 university students in Finland participated. Introduced an analytic tool for untangling the processes of explanation building that takes a synchronous and diachronic approach to communicative and cognitive processes of student discourse. Data show how…

Appraises a number of approaches to 'thinking globally' in environmental education with particular reference to popular assumptions about the universal applicability of Western science. Suggests that the contribution of Western science to understanding and resolving environmental problems might be enhanced by seeing it as one among many local…

Presents an overview of qualitative career assessment and its theoretical underpinnings and proposes suggestions that could guide the development of qualitative career assessment instruments. (Contains 34 references.) (GCP)

Describes a Turkish preservice teacher education course aimed at introducing a LOGO-mathematical culture based on the constructivist learning and teaching paradigm. Twelve student teachers were observed during their micropractice of learning and teaching mathematics to see whether it led to the development of new conceptions of mathematics…

As part of an argument for social and textual views of literacy, this review summarizes some of the accomplishments and shortcomings of constructivist accounts of reading and writing activity. A rhetorical perspective calls attention to the way language use crystallizes relations between readers and writers. (SLD)

Presents an elaboration of the theory on levels in learning with special emphasis on the relationships between the cognitive and the affective aspects of the learning process. Outlines an illustration of this theory based on empirical results and demonstrates how this theory can be integrated with other learning principles such as constructivism.…

Describes Developmental Counseling and Therapy (DCT) as model of helping based on Piagetian and constructivist concepts. Notes that client functioning is understood in terms of four levels of cognitive developmental functioning which parallel levels of cognitive development described by Piaget. Describes starting with client's predominant…

Explores the assumptions of the teaching-learning process in distance education. Cognitive constructivist learning theory is used to clarify current and emerging assumptions regarding teaching and learning at a distance. Observations are made regarding the role of the teacher and teacher/student interaction and whether print based,…

Examines toddler friendships in a qualitative study of four toddler friendship dyads using Rizzo's (1989) dimensions of friendship. Suggests that toddlers engage in more complex relationships than previously thought. Also presents a developmental theory of friendship. (DR)

Discusses how teachers can introduce students to various scientific concept concerning motion, air composition, and heat by conducting an experiment: A peeled, hard-boiled egg is sucked into a bottle neck slightly smaller than the egg, after the bottle has been filled and emptied of hot water. Also discusses how students' understanding of the…

Describes a primary classroom in which students are permitted to work independently in a constructivist, predominantly child-driven environment. Includes a short interview with the classroom teacher elaborating on this active learning atmostphere. (HTH)

Teachers' monologic scripts potentially stifle dialogue and reflect dominant cultural values; students' counterscripts are formed by those who do not conform to "appropriate" participation. A third space where scripts intersect creates potential for authentic interaction and a shift in what counts as knowledge. (SK)

Examines the concept of learning from both constructivist and sociocultural perspectives and introduces a third perspective based on K. R. Popper's philosophy of science. It is argued that constructivism cannot adequately account for the immaterial objects that Popper located in his World 3--abstract mathematical and scientific objects. (GLR)

Discusses the evolution of constructivist learning environments and examines the collaboration of simulated software models, virtual environments, and evolving mental models via immersion in artificial realities. A sidebar gives a realistic example of a student navigating through cyberspace. (JMV)