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…

Constructs case studies of individuals to explore the way conceptions change over time, and the difficulties presented by the concept of atmospheric pressure. Evaluates different structural theories of conceptual change. Contains 62 references. (DDR)

The interactions between adult and child in an open-ended preschool activity were studied with adult-child dyads. Two teachers and six children participated. Findings show that an important aspect of open-ended activity is the unfolding and developing of the activity, and that children are active partners in constructing the activity. (SLD)

Suggests that learning communities are of high interest in higher education now because they are compatible with changing epistemologies about the nature of knowledge, because research generally supports their educational benefits, and because they help institutions of higher education meet their missions of educating students for their lives of…

Discusses the application of emotionally focused marital therapy (EFT) with couples for which one or both of the partners have experienced significant trauma. EFT, in the context of trauma, incorporates the nine steps of conventional EFT and the three stages of the constructivist self-development theory of trauma treatment. (Author/MKA)

Examines third-grade students' ideas on the lunar phases prior to, and following, an instructional period designed to promote students' conceptual change. Demonstrates that students are capable of making conceptual changes. Contains 30 references. (DDR)

Discusses constructivism and its integration of theory and practice, especially as it relates to online courses using interactive software. Highlights include situated-learning theory, cognitive-flexibility theory, and the design and implementation of two online courses. (LRW)

Offers overviews of two eras of literacy research over the past 20 years that symbolize alternative perspectives on knowledge. Considers internal and external conditions, as well as the metaphors for and principles of knowledge that emerged. Explores rival epistemological stances that survived or thrived. Describes the seeds of a new…

Introduces the Inventive Model, a constructivist approach to conceptual change, as a theoretical base for science instruction and for software development in science education. Highlights include the hesitancy of some school systems to implement computer-assisted science instruction, student misconceptions, and cognitive approaches to conceptual…

Describes the peer-apprenticeship learning situation between two students in distributed computer-mediated co-construction of mathematical meanings. As a result of assimilating the disposition towards playing with ideas, students were able to engage in meaningful idea-based social constructivism. Contains 60 references. (Author/ASK)

Presents 12 constructivist tools and techniques for teaching groups of teachers and leaders and helping promote change. By establishing constructivist norms and applying the constructivist tools and techniques, staff developers can help all group members share their collective knowledge while stretching their thinking about teaching. The paper…