In interviews, 8 novice and 10 experienced extension educators discussed problem situations. Results supported Schon's theory that reflective practitioners use constructivist problem solving, nonreflective practitioners an instrumentalist approach. Whether novices or experts, reflective practitioners develop expertise through reflection-in-action…

Presents a model lesson that demonstrates how teachers can provide experiences to close the conceptual gaps for deaf students and provide a common base before launching into new concepts. Discusses the constructivist paradigm, misconceptions, the Learning Cycle, strategies for teaching deaf students, and assessment of learning for students who are…

Proposes a framework for the design of computer-mediated communication (CMC) environments that combines constructivist learning environments (CLEs) and dynamic learning environments (DLEs). Highlights include learner involvement in the problem authenticity; computer-supported collaborative learning; goal-based scenarios; integrating CLEs and DLEs;…

Examines different interpretations and versions of constructivism, highlighting common elements and points of disjuncture; exploring a possible shared intuition; discussing the ways in which constructivist vocabularies have been assimilated into the discourse of professional practice, curriculum development, and related projects; and speculating…

Employs a first-person phenomenological approach to describe an expedition for teachers from the uppermost beginning of a Northern Rocky Mountain watershed to its river output at the bottom. Focuses on the roles of people and place in the construction of new knowledge about the environment. Takes traditional curriculum theory a step beyond simple…

Argues that radical constructivism addresses an age-old paradox in philosophy: that the knower must construct for himself a true representation of the real world, but the only access to that world is through the act of knowing. Discusses contributions of several epistemologists to this theory of knowledge and outlines current criticisms of it.…

Delineates the apparent, though unclaimed, intellectual relations between William James' philosophical and psychological writings and the constructivist sub-genres of social cognition, situated cognition, and radical constructivism, suggesting that James' work offers a clarity and inclusiveness of thought that predates the postulates of…

Traces the development of learning theories and their impact on educational technologies. Suggests that the constructivist approach to learning provides the opportunity for authentic, computer-based learning environments to be established; however, change will not be effected if the significance of teacher professional development and support for…

Praises previous article by Arthur Shapiro but challenges the list of questions that would identify the respondent as a constructivist-thinking teacher. Regarding supportive research, contends that because of confounding variables, results are suspect when compared with other related research. Attributes meager research about constructivism…

Discusses cognitive models of instruction that can help develop new models of Instructional Systems Design (ISD) that include cognitive task analysis to identify mental models; constructive assumptions of learning; working memory and long-term memory; retrieval of new knowledge and skills from long-term memory; and support of metacognitive skills.…

This article affirms that Adlerian therapy--both explicitly and implicitly--is a relational constructivist approach, and consequently may serve as an integrative bridge between cognitive constructivist and social constructivist therapies. Both theory and practice issues are discussed. (Contains 85 references.) (GCP)

Discusses intersubjectivity and examines limitations of radical constructivism. Compares Piaget's positioning of the individual in relation to social life with that of Vygotsky in support of the claim that radical constructivism does not offer enough as an explanation of children's learning of mathematics. (Author/MKR)

Provides an interpretation of the influence of constructivist thought on mathematics educators starting around 1960 and proceeding up to the present time, including Piaget's cognitive-development psychology, a preconstructivist revolution in research, beginnings of the constructivist revolution, and how this revolution served as a period of…

Discussion of instructional design focuses on a foundation for an alternative instructional design model based on social sciences theories from the constructivist family and on an interpretivist philosophy of science. Highlights include the role of language; and the nature of truth, or alternative conceptions of reality. (LRW)

Discusses creativity and instructional system design (ISD) in light of situated cognition, constructivism, and anchored instruction. Topics include historical background; ISD resulting in boring instruction, ISD evaluation criteria, the creativity criterion, quality, conditions for producing creative instruction, the linearity of the design…