This paper argues for a paradigmatic shift away from individualistic models of development and learning in early childhood special education to a social constructivist model. Principles for inclusive early childhood practice are explicated, based on classrooms as communities, learning as socially mediated, curriculum as contextually relevant and…

Reviews research concerning problems in children's understanding of place value in multidigit numbers. Discusses four elements essential to programs focusing on place value: counting, partitioning, grouping, and understanding number relationships. Proposes a framework and an educational program for nurturing and assessing children's understanding…

Discusses the impact that the relationship between people and mathematics could have on the development of pure and applied mathematics. Argues for (1) a growing interest in philosophy, history and sociology of science; (2) new models in educational and psychological research; and (3) a growing awareness of the human factor in technology,…

To the debate between the Rortyan pragmatic model of scientific research advocated by Cleo Cherryholmes and the scientific realism espoused by Ernest R. House is added another model for educational research based on the realism of John Dewey's pragmatism. Constructivist and behaviorist aspects of Dewey's philosophy are explored. (SLD)

The constructivist approach of the Teacher as Composer project used analog experiences that replicate thinking and social demands. Classroom constraints, inservice limitations, and teacher mindsets impeded its application. Personal narratives and principles of children's thinking helped bridge the gap between theory and practice. (SK)

Discusses science education reform based on constructivism. Explains that some educators view constructivism as a basis for a unifying theme for science education. (PR)

Thirty-four fifth graders in three conditions worked in pairs to learn science materials presented in classroom lessons. Students who used highly elaborated question stems outperformed those using less elaborated systems and unguided questions. Findings indicate that structured guidance in asking questions elicits explanations that mediate…

Recommends the use of constructivist-based strategies to engage students who are not interested in science using traditional methods. Focuses on the application of these strategies in a laboratory experience exploring gas laws. (DDR)

Explains the use of a constructivist model for engaging students in the curriculum. The student end of the model is characterized by the knowledge, personal experience, degree of motivation, and level of interest that a student brings to a learning situation. (DDR)

Describes how teaching a lesson on the discovery of a crater in the Yucatan Peninsula and the rock strata deep in the ocean can help students explain the demise of dinosaurs. Discusses the impact theory and the core model. (DDR)

Presents a lesson plan that uses a constructivist approach for developing and challenging students' different thinking strengths. In the context of musical and bodily-kinesthetic thinking, elementary school students interpret the sounds and movements the dinosaurs made as they negotiated their primitive environments. (CR)

Discusses knowledge gained from The Computer Discovery Project in Two Cultures, a series of seminars focused on integrating computers into a constructivist early childhood curriculum. Topics discussed include (1) building a foundation for innovation; (2) representing learning in multiple ways; (3) creating a multimedia vision; and (4)…

Discusses research concerning the four reciprocal teaching (RT) strategies: predicting, questioning, clarifying, and summarizing as they relate to fifth-grade teachers who had exposure to constructivist thinking conducted as part of the normal school day. Finds that when teachers consistently and clearly modeled all four RT strategies, students…

Defines activity theory as a socio-cultural and socio-historical lens through which the interaction of human activity and consciousness within its relevant environmental context can be analyzed. Describes how activity theory can be used as a framework for analyzing activities and settings for the purpose of designing constructivist learning…

The reflective practices of four student teachers in a Canadian suburb were studied as they undertook an extended practicum. The experiences of one of these students illustrate an alternative way of thinking about the nature of knowledge construction. Central to this alternative is the difference between an incidental and a thematic rendering of…