Argues against Glasersfeld's (1996) position that individual experience, not metaphysics, dictates that knowing is itself a metaphysical position. It further disputes Glasersfeld's assertion that people are necessarily constructed differently in our minds than objects, but agrees with Glasersfeld that proceeding with the business of education does…

Analyzes the role of standards in science curriculum development and professional development. Discusses the difficulty of interpreting standards and describes experiences from a curriculum forum. (YDS)

Analyzes the absence of science-technology-society (STS) interactions and its consequences in the basic teaching of science in Spain. Proposes the introduction of STS interactions in physics and chemistry classes in conjunction with the teaching/learning model of science as research. Surveys students 16-18 years of age on their interest in physics…

Focuses on two of the principal issues for science curriculum developers who wish to introduce the history and philosophy of science into science teaching along with the justification for and the placement of historical materials within teachers' work schemes. Proposes a new model for inclusion of such material that directly addresses children's…

Outlines the difficulties of conducting action research and recommends student perceptual surveys to teachers who want to do action research. Points out the importance of students' perceptions of the learning environment and student feedback for professional development. Uses the Constructivist Learning Environment Survey (CLES) to examine student…

Attempts to understand Vygotsky's perspective in relation to Marxist epistemology and critically examines the sociocultural interpretation of Vygotsky. Shows that the relativism of the sociocultural school not only takes Vygotsky's zone of proximal development out of its social and historical context, but downplays the zone of proximal development…

Explains the relationship between computers and multiple intelligences and explores its potential. Topics include behaviorism and cognitivism; constructivism; multiple representations in the human mind, including various forms of intelligence; individual differences; the challenge of altering early representations; and machine versus human tutors.…

As seen in a poem written by a disillusioned first-year teacher, novice teachers require a philosophical match with a school; meaningful support in time management, planning, technology use, instructional techniques, and classroom management; a collegial network; and balance between their professional and private lives. (MLH)

Investigates the changes in students' understanding of chemistry concepts when concept mapping is used as an instructional method and assessment technique. (Contains 24 references.) (YDS)

Concept maps created by 21 adult students at 3 points were scored and students were interviewed. Maps developed thinking skills and fostered understanding of knowledge construction. Most continued to use maps after 1 year. Even those who did not continue to use them reported changes in their thinking. (Contains 15 references.) (SK)

Explores the inadvertently harmful effects of questioning and brain-storming but goes on to argue that these techniques can enhance pupil autonomy and motivation if properly used when such intentions are made clear. Includes some classroom management suggestions to facilitate the constructivist teaching approach and counteract the prevalence of…

Summarizes the role of analogies in moving science forward and discusses the usefulness of generating analogies in the science learning process. (Author/YDS)

Discusses and illustrates the value of using a constructivist bridge-building activity (literally, a bridge-building activity) to help teachers make the transition to constructivist classrooms. Discusses assessment within a constructivist framework. Notes that 90% of teacher participants in the bridge-building activity successfully created a true…

Provides a detailed description of the incorporation of constructivist, active, cooperative teaching strategies in a chemistry class. (EV)

The Measure of Epistemological Reflection was revised to reflect a constructivist view of epistemological development that emerged from a longitudinal study of young adults' development. This article includes a description of the new constructivist interpretation process, how it is used, and criteria upon which to judge its value. (Contains 44…