This paper draws attention to the literature in the areas of learning, specifically, constructivism, conceptual change and cognitive development. It emphasizes the contribution of such research to our understanding of the learning process. This literature provides guidelines for teachers, at all levels, in their attempt to have their students…

Constructivist theory must choose between the hypothesis that felt perturbation drives cognitive development (the priority of felt perturbation) and the hypothesis that the particular process that eventually produces new cognitive structures first produces felt perturbation (the continuity of process). There is ambivalence in Piagetian theory…

Three studies of how workers construct knowledge associated with vocational practice were examined within a framework classifying dispositions as interest, attitudes, and values. Findings suggest that dispositions are rooted in individual history and participation in communities of practice and that consideration of how cognitive structures…

Constructivist theory argues that students construct knowledge for themselves and that each knows the world in a different way. The problem for education is how students can construct an "objectified" knowledge. Outlines an integrative framework for the description of information and problem-solving procedures and a problem-solving…

Reviews key assumptions of two contextualist theories (constructivism and interactionism), examines the theories' claims, and offers suggestions as to how a sociological analysis of human development can remedy some of the major theoretical failings while building on the basic strengths. Also discusses how a critical contextualism might help…

Explores the notion that some social interactions are more conducive to the construction of knowledge than others. Describes the use of argumentation as a learning tool during play by analyzing transcripts of the interactions of four-and-a-half year olds. Derives implications for early childhood education from these examples and from a theoretical…

Reviews research linking social and cognitive processes, exploring implications for schooling and teacher education. The social basis of cognitive development is examined, highlighting Vygotsky's work and major aspects of his theory. Implications of sociohistorical perspectives on aspects of schooling are examined, and promising practices related…

The objectives of this study were to: examine the potential interaction between students' epistemological beliefs and placement in a simulation condition (constructivist versus non-constructivist) on conceptual development; and to assess whether a constructivist computer simulation experience would result in a greater degree of conceptual change…

Compared the effects of constructivist instruction and instruction based on texts and demonstration on third-graders' conceptualization of force. Found that constructivist instruction was more effective. Patterns of reasoning related to force were identified in levels of conceptualization. (JPB)

Considers the mind of the epistemic psychologist, a constructivist knowledge creator within a scientific framework, guided by the social world of scientific institutions. Suggests that Piaget and Vygotsky shared respect for complexity of phenomena and were consistently developmental in their theories. A reconsideration of their common heritage…

The demise of the behaviorist paradigm and the rise of the social, cognitive, and interactionist models of second language acquisition (SLA) have led to the understanding that constructivist mechanisms are part of the process. Given the variety of empirical findings and understandings research in the field has yielded, this study attempts to offer…

Explores the central pragmatist and feminist philosophical assumption that knowers cannot be separated from what is known, that there is a dialectical relationship between social beings and ideas. Argues for embracing pluralistic and democratic commitments on epistemological and moral grounds. (KS)

Hypermedia as a learning environment complements traditional instruction as it places the student at a higher level of control. Instead of "wait and see" what the teacher expects the student to learn next, hypermedia stimulates the student to become aware of his/her own cognitive needs and interests. This paper presents a combination of notions…

Assessed the impact of elementary science experiences on the development of sixth-graders' epistemological views. Found that, compared to students in a traditional science classroom, those in a constructivist classroom developed an epistemological stance toward science that focused on the central role of ideas in the knowledge acquisition process.…

Examined 8- and 10-year olds' understanding of the unique features of and potential relations among mental activities. Found a developing tendency to organize mental activities on the degree to which memory was a component of the activity. Results suggest that a constructivist theory of mind develops in later childhood. (AA)