Constructivism - Elementary
Greetings. The following materials are intended to provide an introduction to constructivism. They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records are presented at the end of this file.
Chia-Hui Lin
Reference Specialist
Alphabetically arranged listing of bibliographies
Categorically arranged listing of bibliographies

Internet Sites
Constructivism and the Five E's
Constructivist Theory From "Explorations in Learning & Instruction: The Theory Into Practice Database"
About Learning - How do people learn? Constructivism
Classroom Compass - Constructivism From the Southwest Educational Development Laboratory
Resources on Constructivism Compiled by the University of Colorado at Denver School of Education
Constructivist Teaching and Learning Models From the North Central Regional Educational Laboratory's Pathways to School Improvement series
ERIC Digest: Constructivism in Teacher Education: Considerations for Those Who Would Link Practice to Theory.
Constructivist Learning Theory

Citations From the ERIC Database
AN: EJ610441
AU: Kelly,-Janet
TI: Rethinking the Elementary Science Methods Course: A Case for Content, Pedagogy, and Informal Science Education.
PY: 2000
SO: International-Journal-of-Science-Education; v22 n7 p755-77 Jul 2000
DE: Constructivism-Learning; Elementary-School-Science; Student-Attitudes; Teacher-Education; Teaching-Models
DE: Curriculum-Development; Elementary-Education; Experiential-Learning; Inquiry-; Learning-Processes; Preservice-Teachers; Problem-Solving; Science-Teachers
AB: Indicates the importance of preparing prospective teachers who will be elementary science teachers with different methods. Presents the theoretical and practical rationale for developing a constructivist-based elementary science methods course. Discusses the impact student knowledge and understanding of science and student attitudes has on science. (Contains 65 references.) (Author/YDS)

AN: ED440760
AU: Rainer,-Julie; Guyton,-Edi; Bowen,-Christie
TI: Constructivist Pedagogy in Primary Classrooms.
PY: 2000
NT: Paper presented at the Annual Conference of the American Educational Research Association (New Orleans, LA, April 24-28, 2000).
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED440760
DE: Constructivism-Learning; Elementary-School-Teachers; Teacher-Student-Relationship; Theory-Practice-Relationship
DE: Comparative-Analysis; Educational-Practices; Educational-Theories; Primary-Education; Qualitative-Research; Teaching-Methods
AB: Noting the difficulty in translating constructivist theory into effective practice, this study examined how primary school teachers implemented constructivist education into their kindergarten through second-grade classrooms. Participating in the study were six teachers who had received master's degrees from a constructivist program and who had been rated by faculty as successful on five dimensions related to constructivist theory. Data were collected by means of classroom observations, interviews, and surveys. These were analyzed using the qualitative methods of developing constructs, writing analytic memos, defining conceptual schemes, and writing classroom vignettes. The findings revealed that three teachers used more traditional approaches and three used more constructivist approaches. All scored high on the constructivist teaching scale of the Teachers' Belief Survey. The traditional teachers scored just as high on the behaviorist scale, whereas the constructivist teachers scored significantly lower. Teaching processes varied between the two groups, although both groups respected children, motivated hands-on activities, and provided effective management. A focused analysis of the three constructivist teachers and their classrooms supports the elements of constructivist classrooms identified by DeVries and others (1998) as well as three broader characteristics: the importance of children, interactions among classroom participants, and engagement in academic activity. A vignette of one classroom illustrates important constructs to consider in constructivist education, including respectful relationships, real conversations and purposeful talking, intellectual engagement, and shared ownership and responsibility in behavior, learning, and the classroom environment. (Contains 31 references.) (KB)

AN: ED440146
AU: Passman,-Roger
TI: Pressure Cooker: Experiences with Student-Centered Teaching and Learning in High-Stakes Assessment Environments.
PY: 2000
NT: Paper presented at the Annual Meeting of the Southwest Educational Research Association (Dallas, TX, January 27-29, 2000).
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED440146
DE: Constructivism-Learning; Elementary-School-Teachers; High-Stakes-Tests
DE: Intermediate-Grades; Teaching-Methods; Testing-Problems; Urban-Schools
AB: High stakes testing is a given in many public school districts in the United States. This paper reports the chilling effect high stakes testing had on the pedagogy of one teacher. The study took place in a large Midwestern urban district where a university consultant observed a fifth-grade classroom. This researcher was able to observe and document a teacher who attempted to engage in purposeful change in her teaching style and classroom structure. The instructor decided to teach a unit on the Age of Exploration, a long-term inquiry project about explorers. She divided the class into six groups of five and sat them at individual tables. She started the project by covering her curriculum in a traditional manner, but once she determined what the students knew about explorers, she instructed the students to choose one question, either one of their own or one from another group, and do research and discover the answer. The students were then asked to take a series of weeks to prepare a report, both written and visual, to present to the school community. Over the next several weeks, the students researched at the school library, connected to the Internet, and looked at classroom resources on their topics. The teacher's role became more of a coach in which the shift of responsibility for learning was on the student. As a result, she watched the students enter the world of discovery and inquiry on a topic that genuinely engaged the entire class. The project was a complete success; two of her groups gave very impressive and sophisticated presentations on the topics of "navigation" and "supplies". The teacher noted, "It's amazing how smart kids get when you teach them this way." However soon after the completion of the exploration project, the principal called a faculty meeting. He made a direct order to the school teachers stating, "Don't teach anything that isn't on the Iowa test". He then reminded the teachers about probation, testing success, and job security. After the meeting, the fifth grade teacher felt compelled to return to a traditional classroom setting and abandon her efforts toward a student-centered pedagogy. When faced with the pressure of high-stakes assessment, sadly, the teacher returned to a more teacher-directed classroom where students were once again isolated from one another. She stated, "The constructivist stuff is nice, but we have real work to do now." (Contains 4 figures and 16 references.) (SLD)

AN: ED434122
AU: Greer,-Margaret-A.; Hudson,-Lynne-M.; Wiersma,-William
TI: The Constructivist Teaching Inventory: A New Instrument for Assessing Constructivist Teaching Practices in the Elementary Grades.
PY: 1999
NT: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 19-23, 1999).
PR: EDRS Price MF01/PC03 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED434122
DE: Constructivism-Learning; Elementary-School-Teachers
DE: Elementary-Education; Professional-Development; Questionnaires-; Teaching-Methods; Test-Items; Test-Reliability; Test-Validity; Urban-Schools
AB: An instrument to evaluate the effectiveness of constructivist teaching methods, the Constructivist Teaching Inventory (CTI), was developed and assessed, the assessment focusing on the validity and reliability of the instrument. A pool of items measuring the presence of identified elements of constructivist teaching was developed; items were grouped into four subscales representing teaching strategies, verbal interaction in the community of learners, learning activities, and curriculum. The classes of 10 primary school teachers in a large urban school district were studied. Results suggest that the CTI was able to identify the extent of constructivist teaching effectively and that the variability associated with teacher, content, and grade level, supports the validity of the instrument and the construct it measures. The reliability of a self-report form of the instrument was also investigated with the same teachers, and data suggest that the self-report form may be appropriate for use in professional development activities. Appendixes contain the observer form for the CTI and the self-report measure. (Contains 3 tables and 20 references.) (SLD)

AN: ED430683
AU: Fogarty,-Robin
TI: Architects of the Intellect.
PY: 1999
NT: Paper presented at the Annual Conference and Exhibit Show of the Association for Supervision and Curriculum Development (San Francisco, CA, March 6-9, 1999).
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED430683
DE: Constructivism-Learning; Elementary-Secondary-Education; Theory-Practice-Relationship
DE: Class-Activities; Educational-Theories; Learning-Activities
AB: Based on the work of theorists Dewey, Piaget, Vygotsky, Feuerstein, Gardner, and Diamond, this paper presents the constructivist or brain compatible classroom as illustrated by descriptions of classroom activities of students from kindergarten through twelfth grade. The paper explores how teachers, the "new architects of the intellect," incorporate three critical elements as they bridge theory and practice: (1) the teacher's creative genius; (2) the complex tooling for instructional excellence; and (3) systems of interconnectivity to frame curriculum. The report also describes classroom activities using problem-based learning, case studies, themes, project-based learning, service learning, and performance learning that promote the construction of knowledge and meaning-making in the mind of the learner. (Author/KB)

AN: ED437464
AU: Francis,-Becky
TI: Power Plays: Primary School Children's Constructions of Gender, Power, and Adult Work.
PY: 1998
AV: Trentham Books, Ltd., Westview House, 734 London Road, Oakhill, Stoke on Trent, Staffordshire, England ST4 5NP, United Kingdom.
PR: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
DE: Constructivism-Learning; Elementary-School-Students; Gender-Issues; Sex-Role; Stereotypes-
DE: Adults-; Attitudes-; Elementary-Education; Employment-; Foreign-Countries; Role-Playing
AB: The constructions of gender formed by elementary school children, aged 7 through 11 years, were studied in relation to their own lives and the issue of adult occupations as revealed in children's role plays. Data were collected from dialogue and role play with 145 children in primary schools in England, and these data were analyzed in a theoretical framework that combines aspects of post-structuralism and feminism. Findings indicate that children, in their desire for secure gender identity, actively construct the genders as opposite through ritualized and stereotypical forms of talk and behavior. Their oppositional constructions of masculine and feminine are revealed in sexist incidents. These constructions affect children's power positions in the classroom. The research findings suggest that the way to address these power inequalities is to deconstruct the notion of gender as relational. Some suggestions are offered on how this can be achieved in the classroom. (Contains 18 tables, 1 figure, and 168 references.) (SLD)

AN: ED434118
AU: Jasman,-Anne; Payne,-Lesley; Grundy,-Shirley; Del-Borrello,-Adrianna
TI: Uncovering the Knowledge Construction of University Based Teacher Educators: What We Learn from/with School Based Practitioners.
PY: 1998
AV: Web site: (full text).
NT: Paper presented at the Annual Conference of the Australian Association for Research in Education (Adelaide, Western Australia, Australia, November 30-December 4, 1998).
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED434118
DE: Constructivism-Learning; Elementary-School-Teachers; Knowledge-Level; Researchers-; Teacher-Educators
DE: Educational-Change; Elementary-Education; Foreign-Countries; Higher-Education; Teacher-Education
AB: This paper reports findings from a research project investigating teachers' construction of knowledge for teacher education and focuses on what teacher educators learn in their relationship with school-based practitioners. The research continues a study of professional partnerships in teacher education. Participants at a workshop included four teachers and six teacher educators.Their discussions were the basis for the study. Teacher educators indicated that they learned directly from school-based practitioners' classroom practice and the realities of their work outside the classroom. They also learned from being in the school context and seeing the impact of system policies on teachers' work. The learning of both teacher educators and practitioners was mediated by working with student teachers in the school context. This research adds to the knowledge of the collaborative partnership between teacher educators and practitioners. (Contains 53 references.) (SLD)

AN: ED425706
AU: Tillman,-Mike
TI: The Internet, Internet Curriculum Materials, and Constructivist Learning Theory.
PY: 1998
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED425706
DE: Constructivism-Learning; Elementary-School-Curriculum; Instructional-Material-Evaluation; Instructional-Materials; Internet-; Secondary-School-Curriculum
DE: Access-to-Information; Classification-; Computer-Assisted-Instruction; Computer-Mediated-Communication; Educational-Technology; Elementary-Secondary-Education; Information-Technology; Resistance-to-Change; Student-Role; Teacher-Attitudes; Teacher-Role; Teaching-Styles
AB: This paper synthesizes issues related to the Internet, Internet curriculum materials (i.e., any type of teaching material or activity that can be incorporated into the K-12 curriculum and is available on the Internet), and constructivist learning theory; it explores the use of the Internet as a constructivist environment for learning and the ramifications of technology infused constructivism. Topics discussed include: the unfiltered nature of Internet curriculum materials; categorization of Internet curriculum materials; weaknesses, strengths, and unique aspects of Internet curriculum materials; possible review and evaluation standards for Internet curriculum materials; teacher resistance to new technology; alteration of student and teacher roles; constructivist learning theory; technology infused constructivism; and Internet curriculum materials in constructivist and objectivist classrooms. (DLS)

AN: ED423978
AU: Roberts,-W.-Alan
TI: Cooperative Learning, Its Relevance to Teachers Wishing To Successfully Implement the Primary Years' Programme of the IB.
PY: 1998
NT: Paper presented at the Conference of the Swiss Group of International Schools (Interlaken, Switzerland, March 13-15, 1998).
PR: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
DE: Cognitive-Development; Constructivism-Learning; Cooperative-Learning; Elementary-Education
DE: Child-Development; Educational-Theories; Foreign-Countries; Learning-Experience; Learning-Theories; Piagetian-Theory; Theory-Practice-Relationship
AB: Constructivist theory asserts that children learn through interaction with and adaptation to their environment. Social constructivism emphasizes social interaction in learning, particularly language and the use of language in interaction between the student and his peers or an adult. This paper discusses the relevance of social constructivism, based on the work of Vygotsky, to a constructivist, Piagetian theory-based primary years education program. After describing the constructivist and social constructivist theories of child development and offering several principles derived from these theories which should be borne in mind when organizing a primary classroom, the paper discusses some details of a specific primary program's pedagogy and how it incorporates a constructivist approach. The paper next describes how social constructivism can be applied to encourage collaboration and cooperative work, which facilitates children's cognitive development. This discussion includes a mention of how the larger social context now demands that children know how to work cooperatively, a description of research that supports the validity of cooperative learning, and how to engender cooperative learning in the classroom. The paper concludes that well-planned cooperative learning can be a powerful organizing principle in constructivist education because it is based on interaction between the student and his or her social environment. Contains 12 references. (JPB)

AN: ED422422
AU: Vanderstraeten,-Raf; Biesta,-Gert
TI: Education, Diversity, and Constructivism: A Pragmatic Point of View.
PY: 1998
NT: Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 13-17, 1998).
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED422422
DE: Constructivism-Learning; Diversity-Student; Educational-Philosophy; Elementary-Secondary-Education; Epistemology-
DE: Educational-History; Educational-Research; Ethics-
AB: In education, constructivist theories of knowledge have stimulated research, especially in the fields of mathematics and science education. Less attention has been given to the implications of constructivist epistemology for the overall concepts that guide education, such as the ideals of general or civic education or about the canon. This paper considers the more fundamental levels of the debate about the educational significance of a constructivist understanding of knowledge. The main aim is to make clear the way in which a constructivist approach cannot be used. It is argued that there is no such thing as an "epistemology of knowledge construction," and that, because of this, a consistent constructivism cannot be deployed as an overarching theory about the variety of constructed points of view. The main point of reference in the paper is the educational philosophy of John Dewey. Dewey presented a transactional constructivism that can account for both the subjective and intersubjective dimensions of the process of knowledge construction in a coherent way. Although Dewey's work contains an excellent clarification of the process of knowledge construction, it is not the only constructivist paradigm. The radical constructivism of von Glasersfeld and the approach of J. Banks are discussed. The constructivist reconceptualization of education leads to an increased awareness of the ethical dimension of education as it raises awareness of the complexity of education. (Contains 46 references.) (SLD)

AN: ED418877
AU: Shymansky,-James-A.; Yore,-Larry-D.; Dunkhase,-John-A.; Hand,-Brian-M.
TI: Do Students Really Notice? A Study of the Impact of a Local Systemic Reform.
PY: 1998
NT: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (71st, San Diego, CA, April 19-22, 1998).
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED418877
DE: Constructivism-Learning; Elementary-School-Science; Knowledge-Base-for-Teaching; Science-Course-Improvement-Projects; Student-Attitudes
DE: Elementary-Education; Instructional-Innovation; Learning-Strategies; Misconceptions-; Parent-Participation; Student-Evaluation-of-Teacher-Performance; Tables-Data; Teaching-Methods
AB: This paper describes a major reform effort of an elementary science curriculum called the Science: Parents, Activities, and Literature (Science PALs) Project. The goal of the project was to move teachers towards an interactive-constructivist model of teaching and learning that assumes a middle-of-the-road interpretation of constructivism where hands-on activities are used selectively and purposefully to challenge students' ideas, promote deep processing, and achieve conceptual change. The program also enriches the cross-curricular connections of the science units and promotes meaningful parental involvement. A broad question was raised as to whether or not students really notice. This study explored elementary school students' perceptions of and attitudes toward interactive-constructivist science teaching and learning occurring in classrooms of teachers who were or were not participating in the Science PALs project. The sample consisted of 664 females and 651 males in Grades 1 through 6. Students' perceptions and attitudes were generally higher for science teaching and learning in classrooms of teachers with two or more years of Science PALs experience than in the classrooms of teachers with little to no experience with PALs. A survey of parent participants in the project revealed overwhelming support. An appendix contains descriptive statistics and summary analysis of variance tables. (Contains 12 references.)(PVD)

AN: ED417960
AU: Dunkhase,-John-A.; Hand,-Brian-M.; Shymansky,-James-A.; Yore,-Larry-D.
TI: The Effect of a Teacher Enhancement Project Designed To Promote Interactive-Constructivist Teaching Strategies in Elementary School Science on Students' Perceptions and Attitudes.
PY: 1997
NT: Paper presented at the School Science and Mathematics Conference (Milwaukee, WI, November 13-15, 1997).
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED417960
DE: Constructivism-Learning; Elementary-School-Science; Hands-on-Science; Inquiry-; Science-Education; Student-Attitudes
DE: College-Curriculum; Course-Content; Educational-Change; Elementary-Education; Higher-Education; Inservice-Teacher-Education; Professional-Development; Science-Curriculum
AB: This study takes place within the context of the Science: Parents, Activities, and Literature (Science PALS) project and examines elementary school students' reactions to instruction implemented by teachers participating in this special problem-centered professional development program. The study focuses on student perceptions of their science instruction and student attitudes toward science learning as a function of their exposure to interactive, constructivist teaching strategies designed to focus on student ideas, utilization of literature connections, and incorporation of parents as partners. Using student perceptions and attitudes as dependent variables, teacher participation as the main independent variable, and grade levels and student gender as blocking factors, questions were answered pertaining to variations in attitudes and perceptions between students in Science PALS and non-Science PALS classrooms, grade level variations in attitudes and perceptions, and variations by gender in attitudes and perceptions. Results indicate that the Science PALs appeared to be more influential at the grade 3-6 level than at the grade 1-2 level. Results also indicate that the strategies used in Science PALs are similar to those used by most grade 1-2 teachers (i.e., using literature-based instruction, listening to children's ideas, using small-groups discussion, etc.) but different from the standard approaches in grades 3-6. The gender differences favored the female students for all perceptions of science teaching, while the differences favored the male students for all attitudes toward science learning (except "nature of science"). It is concluded that the impact of the Science PALs approach will not be fully realized until the compound effects are explored as children have multiple exposures to the treatment over their elementary school years. Twenty-one data tables are appended. Contains 13 references. (DDR)

AN: EJ556135
AU: Murphy,-Patricia
TI: Constructivism and Primary Science.
PY: 1997
SO: Primary-Science-Review; n49 p27-29 Sep-Oct 1997
DE: Active-Learning; Constructivism-Learning; Elementary-School-Science; Metacognition-
DE: Classroom-Techniques; Cognitive-Style; Educational-Philosophy; Foreign-Countries; Inquiry-; Learning-Theories; Primary-Education; Science-Instruction; Teacher-Guidance; Teaching-Methods
AB: If children are required to make their own sense, then attempting to impart knowledge will fail altogether or result in only superficial short-term learning. Curriculum structure, load in science, and assessment must change for a constructivist approach to flourish in the classroom. Teachers must serve as a guide to students exploring science as a new concept. (PVD)

AN: ED412323
AU: Madden,-Nancy-A.; Slavin,-Robert-E.; Simons,-Kathleen
TI: MathWings. Early Indicators of Effectiveness. Report No. 17.
CS: Center for Research on the Education of Students Placed At Risk, Baltimore, MD.
PY: 1997
PR: EDRS Price MF01/PC03 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED412323
DE: Constructivism-Learning; Disadvantaged-Youth; Elementary-School-Students; Mathematics-Instruction; Teaching-Methods
DE: Educational-Change; Elementary-Education; Mathematics-Achievement; Poverty-; Program-Evaluation; Rural-Schools; Urban-Schools
AB: Constructivist approaches to mathematics instruction based on the standards of the National Council of Teachers of Mathematics (NCTM) have been widely advocated and are expanding in use. However, many educators express a need for constructivist approaches that provide specific student materials, assessments, teachers' manuals, professional development, and other supports to enable a broad range of teachers to succeed with a broad range of children. MathWings, part of a comprehensive school reform effort funded by New American Schools, was designed to accomplish this goal. In grades 3 through 5, MathWings provides a practical, comprehensive approach based on the NCTM standards. Three evaluations have examined the impact of MathWings. One, involving four rural Maryland schools, found substantially greater gains on the mathematics sections of the Maryland School Performance Assessment Program for MathWings students than for the rest of the state. The four pilot schools, which were more impoverished than schools in the state as a whole, started far below state averages, but ended up above the state average. The second study, in one urban school in San Antonio (Texas), also found substantial gains on the Texas Assessment of Academic Skills math scale in grades 3 through 5 from the year before the program began to the end of the first implementation year. The third study found substantial gains on the California Test of Basic Skills mathematics concepts and applications scale for grades 4 and 5, but not 3, in a Palm Beach County (Florida) school. An appendix contains sample MathWings curriculum and assessment materials. (Contains 4 figures and 21 references.) (Author/SLD)

AN: EJ541666
AU: Dana,-Thomas-M.; and-others
TI: Theoretical Bases for Reform of Science Teacher Education.
PY: 1997
SO: Elementary-School-Journal; v97 n4 p419-32 Mar 1997
NT: Theme Issue Topic: "Science."
DE: Constructivism-Learning; Elementary-School-Science; Professional-Development; Reflective-Teaching; Science-Education; Teacher-Education
DE: Educational-Policy; Higher-Education; Interprofessional-Relationship; Models-; Professional-Training; Teacher-Education-Curriculum; Teacher-Education-Programs; Theories-
AB: Examines key influences on science teaching and teacher education since 1955. Suggests a new paradigm for elementary science teacher education. Presents case for three theoretical constructs that can inform policy and programs in science teacher education: constructivism, reflection, and professional community. Suggests that because of the complexity of learning science concepts and science-specific pedagogy, ongoing professional development is required. (KDFB)

AN: ED406209
AU: Liang,-Ling-L.
TI: Resistance to the Implementation of a New Constructivist Science Curriculum for Prospective Elementary Teachers.
PY: 1997
NT: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 26, 1997).
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED406209
DE: Constructivism-Learning; Elementary-School-Science; Physical-Sciences; Preservice-Teacher-Education; Reflective-Teaching; Resistance-to-Change
DE: Concept-Formation; Curriculum-Design; Educational-Strategies; Elementary-Education; Higher-Education; Instructional-Materials; Interviews-; Knowledge-Base-for-Teaching; Science-Instruction; Standards-; Teacher-Attitudes
AB: This study reports on an effort to improve the teaching and learning of physical science for prospective elementary teachers. As part of the effort, a new constructivist science curriculum model was introduced for field testing at a large midwestern university. The purpose of the study was to build a research base to guide future science teaching and learning practices through the exploration of how and why students respond to the new curriculum and how the instructors reflect on the effectiveness and the obstacles of the new approach. The findings of this study suggest that it is important for preservice teachers to have some successful experience in conceptual change concept teaching. The necessity of appropriate alternative assessment techniques is also indicated. Contains 12 references. (DDR)

AN: ED422338
AU: Creswell,-Jeff
TI: Creating Worlds, Constructing Meaning: The Scottish Storyline Method. Teacher to Teacher Series.
PY: 1997
AV: Heinemann, A Division of Reed Elsevier Inc., 361 Hanover Street, Portsmouth, NH 03801-3912; phone: 800-793-2154; fax: 800-847-0938; World Wide Web: http://www.heinemann.com ($20).
NT: Foreword by Bobbi Fisher.
PR: Document Not Available from EDRS.
DE: Constructivism-Learning; Elementary-School-Teachers; Language-Skills; Story-Telling
DE: Educational-Assessment; Elementary-Education; Elementary-School-Students; Foreign-Countries; Grade-3; Grade-4; Reading-Instruction; Writing-Composition
AB: The approach known as the Storyline Method was developed by a group of educators at Jordanhill College of Education in Glasgow (Scotland). The development of the Storyline Method took place over years, and the approach, with its simple framework of Storyline, key questions, and activities, has stood the test of time. Storyline uses the power of story to create a meaningful real-life context through which students learn concepts and skills. Students and teachers work collaboratively to create a setting and characters, and the plot evolves as they address real problems and issues that arise. This book follows the development of Storyline in a U.S. teacher's mixed third- and fourth-grade classroom over 4 years. A history of the method is presented, and five examples of Storylines created are described. All the activities involve more than one subject and advance student knowledge and skill in more than one area. The following chapters are included: (1) "My Own Beginnings"; (2) "The Philosophy"; (3) "The Structure"; (4) "The Hotel"; (5) "Space Adventure: Operation DSCV"; (6) "The Radio Station"; (7) "The Huk-Toocht Fish Farm"; (8) "Underground to Canada"; and (9) "Final Considerations." It is stressed that by its very nature, Storyline creates natural opportunities for children to demonstrate competence in all areas of the curriculum. The key for the teacher is to decide which pieces of work he or she will use as formal assessment tools. (Contains 14 figures.) (SLD)

AN: EJ532959
AU: Steffe,-Leslie-P.; Olive,-John
TI: Symbolizing as a Constructive Activity in a Computer Microworld.
PY: 1996
SO: Journal-of-Educational-Computing-Research; v14 n2 p113-38 1996
DE: Constructivism-Learning; Elementary-School-Mathematics; Microworlds-; Symbols-Mathematics
DE: Cognitive-Processes; Computer-Uses-in-Education; Educational-Media; Elementary-Education; Mathematics-Skills; Number-Systems
AB: Describes how 2 10-year olds developed drawings and numeral systems to symbolize their mental operations while dividing unit bars into thirds and fourths using TIMA: Bars, a computer microworld, as a medium for enacting mathematical actions. The symbolic nature of their partitioning operations was crucial in establishing more conventional mathematical symbols. (PEN)

AN: EJ530992
AU: Harris,-Judith-B.
TI: Information Is Forever in Formation, Knowledge Is the Knower: Global Connectivity in K-12 Classrooms.
PY: 1996
SO: Computers-in-the-Schools; v12 n1-2 p11-22 1996
NT: Journal availability: The Haworth Press, Inc., 10 Alice St., Binghamton, NY 13904-1580.
DE: Cognitive-Processes; Constructivism-Learning; Elementary-Secondary-Education; Internet-; Thinking-Skills
DE: Access-to-Information; Cognitive-Development; Context-Effect; Critical-Thinking; Information-Seeking; Public-Schools; Relevance-Education
AB: The belief that "global connectivity" can bring knowledge to students and teachers is mistaken. The Internet provides only information. Students must learn how to manage, analyze, critique, cross-reference, and transform information into usable knowledge. One approach to teaching these constructivist processes is to think of students as free-range "infoseekers" and to provide exploration in authentic contexts. (PEN)

AN: EJ578388
AU: Schaverien,-Lynette; Cosgrove,-Mark
TI: Technology Learning 2: Towards Reawakening the Technologists within Primary Teachers.
PY: 1995
SO: International-Journal-of-Technology-and-Design-Education; v5 p51-68 1995
NT: Journal availability: Kluwer Academic Publishers Group, P.O. Box 358, Accord Station, Hingham, MA 02018-0358. For Part I see SE 560 939.
DE: Cognitive-Development; Constructivism-Learning; Developmental-Psychology; Elementary-School-Teachers; Epistemology-; *Technology-Education
DE: Active-Learning; Critical-Thinking; Educational-Change; Elementary-Education; Foreign-Countries; Inservice-Teacher-Education; Science-Education; Teacher-Role
AB: Identifies two frameworks that limit teachers' vision: (1) a transmission perspective on learning; and (2) a limiting conception of and anxious approach to technology. This study helped teachers break free of these restraints by providing an opportunity to become learners in a technological context based on developmentalist views of teaching and learning. Contains 30 references. (Author/PVD)

Reading And Writing Across The High School Science And Math Curriculum
This collection of lesson plans enables science and math teachers to be more effective by using their student's language skills. It develops effective reading strategies to maximize textbook learning. Writing strategies are also developed to help students learn about the science presented in lectures, demonstrations, film discussions, and laboratory exercises.

Reading And Writing Across The High School Science And Math Curriculum - Activity Set
Contains 22 activites to work in conjunction with the book of the same title.

Other Resources (available either for sale or via interlibrary loan)
Title: Social studies for the elementary and middle grades : a constructivist approach /
Authors: Sunal, Cynthia S. ; Haas, Mary E.
Year: 2002
Publisher: Allyn and Bacon

Title: Case studies in elementary science : learning from teachers
Authors: Howe, Ann C. ; Nichols, Sharon E.
Year: 2001
Publisher: Merrill/Prentice Hall

Title: Constructivism in education : opinions and second opinions on controversial issues
Author: Phillips, D. C.
Year: 2000
Publisher: National Society for the Study of Education : Distributed by the University of Chicago
Press

Title: Elementary science methods: a constructivist approach
Author: Martin, David Jerner.
Year: 2000 2nd ed.
Publisher: Wadsworth

Title: Visual tools: from graphic organizers to thinking maps, elementary edition
Author: Hyerle, David.
Year: 1999, Elementary ed.
Publisher: LPD Video Journal of Education,

Title: Creating the constructivist classroom
Authors: Marlowe, Bruce A. ; Page, Marilyn L.
Year: 1999 Elementary ed.
Publication: Linton Professional Development Corp.

Title: The art of constructivist teaching in the primary school : a guide for students and teachers /
Author: Selley, Nick.
Year: 1999
Publisher: David Fulton Publishers

Title: Teaching the primary curriculum for constructive learning
Authors: Littledyke, Michael. ; Huxford, Laura.
Year: 1998
Publisher: D. Fulton Publishers,

Title: Constructionism in practice : designing, thinking, and learning in a digital world
Editors: Kafai, Yasmin & M. Resnick
Year: 1996
Publisher: Lawrence Erlbaum Associates

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