Ten major principles and key elements critical to constructivist classrooms and schools for early and middle grade children are: massed experiences, inventing, figurative and operative thinking, active thinking, reciprocity, representational thinking, multiple intelligences, social contradictions, reflecting, and guided dialog. These elements…

Presents a response to Orton's article (this issue), claiming that the previous author presents a highly idiosyncratic interpretation of the Cartesian dualism, creates a gulf between theory and practice, and implies that the social and cultural aspects of mathematical activity can be dismissed. (65 references) (Author/MKR)

This article describes the introduction of a sequence of lessons, based on a constructivist view of learning, into unit of work. Reactions to this change are discussed, together with some of the issues raised by constructivist teaching and learning. (Author/MKR)

Examines the relationship of feminist education, feminism, poststructuralist social theory, and postmodernism. Considers epistemology, knowledge and power, and ontology, and asks whether women's studies can be radical within academia. Advocates a learning environment in which teacher and students explore lived reality and engage in critical…

Presents a model to analyze conceptual evolution in the classroom, based on the notion of conceptual profile. Suggests that it is possible to use different ways of thinking in different domains, a new concept does not necessarily replace previous ideas, and learning science is to change a conceptual profile and become conscious of different zones…

Results of two studies of women's learning suggest that educators should (1) focus on learners' knowing within their authentic selves; (2) facilitate the construction of knowledge that motivates action; and (3) create a context of relatedness among learners. (SK)

Discusses partitioning and hierarchical types of classification, a theoretical analysis of the role and function of hierarchical classification in mathematics, and the teaching of a hierarchical classification of quadrilaterals. (Contains 21 references.) (MKR)

Twenty-three intermediate grade students (seven with learning difficulties) completed a concept mapping and vocabulary quiz, with instructions highlighting the value of learning goals or performance goals. Children with varying learning histories mediated in-school learning with qualitatively distinct epistemologies, and the "learning goals" task…

Discusses the problem-solving orientation to the teaching of science in middle school, including constructivist theory, the learning cycle, cooperative learning, and assessment. (SR)

Examines the claims of contemporary sociology of scientific knowledge (SSK) and the bearing of these claims upon the rationale and practice of science teaching. (ZWH)

Among the conclusions from an microanalysis of 29 high school physics student's concept mapping behaviors were that concept maps lead to sustained discourse on the topic and improved declarative knowledge. On the negative side, concept maps let scientifically incorrect notions become ingrained and go unchallenged. (PR)

Argues for an approach to conceptual-change instruction that places students' science conceptions and their ability to reflect on those conceptions at the center of science instruction. Focuses on the effect of using status concepts. Contains 24 references. (DDR)

Reviews frame theory and clinical use of therapeutic reframing. Explores constructivist ideas on "reality," and suggests that teaching clients to reframe situations positively for themselves is an important mental-health-counseling goal. (EMK)

Focuses on implicit issues concerning the epistemological assumptions of traditional instructional design, curriculum planning, as well as constructivism. Discusses features and problems of constructivist instructional models, including problems of evaluation, of appropriate application, of the role of traditional schools and of new media, and of…

The next generation of Tech Prep is about pedagogy, integrated academic and technical courses, standards, and provision of student directions and alternatives. The vision has four elements: providing a new curricular structure, breaking the teaching/learning mold, establishing a new educational role for employers, and creating family and community…