Emotion development research centrally concerns capacities to produce emotions and to think about them. We distinguish these enterprises and consider a novel account of how they might be related. On one recent account, the capacity to have emotions of various kinds comes by way of the acquisition of emotion concepts. This account relies on a…

This study investigates changes in the conceptions of learning and teaching among undergraduate student teachers. A qualitative content analysis of essays using metaphors to describe learning and teaching written by 256 students at the beginning and end of an educational psychology course was used as the main research procedure. It was found that…

The purpose of this study was to determine if online reflections through social networking affect students' sense of community and levels of perceived conceptual learning in Algebra I courses. Social constructivism, connectivism, and computer-mediated communication in relation to reflective practices form the theoretical and practical framework…

Philosophers and scientists seeking to conceptualize consciousness, and subjective experience in particular, have focused on sensation and perception, and have emphasized binding--how a percept holds together. Building on a constructivist approach to conception centered on separistic-holistic complexes incorporating multiple levels of abstraction,…

The purpose of this study was to investigate the effects of a Computer-Assisted Instruction designed according to 7E model of constructivist learning(CAI7E) related to "electrostatic'' topic on physics student teachers' cognitive development, misconceptions, self-efficacy perceptions and attitudes. The study was conducted in 2006-2007…

This study tested for deep understanding and critical thinking about basic quantum chemical concepts taught at 12th grade (age 17-18). Our aim was to achieve conceptual change in students. A quantitative study was conducted first (n = 125), and following this 23 selected students took part in semi-structured interviews either individually or in…

Presents an approach to quadratic functions that draws upon knowledge of linear functions by looking at the product of two linear functions. Then considers the quadratic function as the sum of three monomials. Potential advantages of each approach are discussed. (Contains 17 references.) (MDH)

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…

This book presents a case for the development of classrooms in which students are encouraged to construct deep understandings of important concepts. The book contains 3 parts with 10 chapters. Part 1, "The Call for Constructivism," includes (1) "Honoring the Learning Process," (2) "Considering the Possibilities," and (3) "Coming to Know One's…

A constructionist theory is described that accounts for the knowledge-based inferences that are constructed when readers comprehend narrative text. Distinctive assumptions of the constructionist theory embrace a principle of search (or effort) after meaning. Literature in support of the theory is reviewed. (SLD)

Examines the doctrine of "constructivism" as presented by Ernst von Glasersfeld. Part 1 attempts to elicit a clearer statement of the concepts, positions and arguments for constructivism. Part 2 discusses the problem of intersubjectivity in constructivism. Part 3 ventures an explanation of at least some on the weaknesses in the doctrine.…

Investigates, by conducting individual clinical interviews of 97 children ages 3 to 6, the criteria preschool children use to distinguish members of a class of shapes from other figures, emphasizing identification and descriptions of shapes and reasons for these identifications. Concludes that young children initially form schemas on the basis of…

Demonstrates the need for a process-oriented, constructivist approach to understanding infants' categorization abilities. Suggests that emphasizing the distinction between perceptual and conceptual categorization has been an obstacle to forging an approach. Proposes a more microanalytic consideration of features available to infants at different…

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…

Claims that mind and mental objects form a societal mental structure enabling children to assimilate the society and become co-constructing members. Cites evidence that competence to create mental objects, symbols, and meanings separated from action is the evolutionary evolved human capacity for society and culture. Vygotsky's "natural"…