Examines students' roles during a long-term collaborative task that required mastering complex sets of cognitive, regulatory, and social skills needed for building knowledge largely from their own and their peers' ideas and observations. Describes the eight prominent sociocognitive roles that emerged from the study. Contains 61 references.…

Considers how teachers can use their classrooms to prepare students to respond to a diversity of social concerns in this world. Discusses how teachers can help children see the connections between learning and their life experiences. Presents two children's picture books that reflect social issues, "Way Home" by Libby Hathorn, and "Smoky Night" by…

Argues that teacher educators must ensure that early childhood teachers learn to create critical curricula aimed at fostering democratic citizens rather than implement given appropriate practices into which they have been indoctrinated. Advocates engaged pedagogy as an approach to counter the indoctrination approach to teacher education. Describes…

An expanded model of learning upon which to base continuing professional education views knowledge as the social construction of information through constructivist and transformative learning. The model also depicts the effect of context on the process. Providers must change their mindset and become active facilitators of knowledge construction.…

The literature reveals disagreement over the degree of intervention facilitators should make in problem-based learning (PBL). PBL requires a shift to a constructivist teaching philosophy. Instructors who serve as facilitators need training in PBL methods and group dynamics in order to be effective. (SK)

Reviews research on constructivism in learning and selection of learning strategies. Suggests linking constructivism with instructional technologies for continuing medical education in order to "disrupt" reactive, habitual ways of learning and encourage active engagement. (SK)

Considers substance identity and pupils' interaction with the scientific idea of melting and boiling behavior as a means for identification and assessment of purity. Presents evidence that suggests that children do not naturally have a concept of substance identity that allows them to recognize chemical change as a possibility. (Contains 31…

Argues that Deweyan philosophical pragmatism does not share the radical ontological and epistemological theses that are common elements of constructivism, demonstrating that the Deweyan-pragmatic perspective is one that is ontologically realist and requires a correspondence of truth. The paper concludes that Deweyan pragmatism is neither a version…

In Finland, 22 fifth-graders completed activities using the Lego/Logo Control Lab learning system. Their work was largely self-directed; the teacher functioned as adviser; technological content was understood and transferred through social interaction; and math/science content was used naturally as a tool for problem solving. (SK)

Two experiments involving 131 college students investigated whether readers could accurately incorporate unusual assumptions about time in the novel "Einstein's Dreams" (A. Lightman). A construction-integration model is proposed to explain the interactions found among literary expertise, reading time, and the typicality of test statements. (SLD)

Argues that two theoretical components of a model known as the Conceptual Change Model (CCM) are beneficial constructs for teachers to use when helping students negotiate scientific discourse. Contains 34 references. (DDR)

Describes how the Internet can be used to support the active construction of knowledge within classroom, and can be used to create authentic literacy experiences for children. Discusses how literacy and learning are being redefined by the social constructivist perspective and constructivism. Notes specific Web sites. (SR)

Presents a case study of the use of constructivist theory in mass communication higher education. Reports the participants' observations during and critique of a quasi-experimental study in which students could follow a traditional route and use the instructor's syllabus, or they could immediately put constructivist learning theory into practice…

Suggests that cognitivism does not imply outright rejection of decomposition and decontextualization in education, critically analyzing two movements based in part on this rejection (situated learning and constructivism). Debunks the assumption that knowledge is better acquired when provided in a context where it can be used. Sets forth a program…

Examines some reasons for the gap between teacher education and school practices, a potential conflict between teacher educator's views and pre-service teacher's own views of their learning, and negligence in examining the discourses within which educational practices are constituted. (Contains 37 references.) (Author/ASK)