Constructivism - Secondary
Greetings. The following materials are intended to provide an introduction to constructivism in secondary schools. 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.
Ming-Fang Hsieh
Reference Specialist
Alphabetically arranged listing of bibliographies
Categorically arranged listing of bibliographies
Internet Sites
Epistemological Constructivism
Constructivism and the Five E's
Constructivist Theory From "Explorations in Learning & Instruction: The Theory Into Practice Database
Constructivism in Teacher Education: Considerations for Those Who Would Link Practice to Theory. ERIC Digest
Constructivist Learning Theory
Constructivism as a Paradigm for Teaching and Learning
Constructivism Bibliography
Constructivism, Technology, and the Future of Classroom Learning
Citations from the ERIC Database
AN: EJ630657
AU: Wham,-Mary-Ann; Cook,-Gregory; Lenski,-Susan-Davis
TI: A Comparison of Teachers Whose Literacy Orientations Reflect Constructivist or Traditional Principles.
PY: 2001
SO: Journal-of-Reading-Education; v26 n2 p1-8 Win 2001
AV: Organization of Teacher Educators in Reading, Dewayne Smith, Managing Editor, 2211 N.E. Halsey, No. 11, Portland, OR 97232.
DEM: *Constructivism-Learning; *Educational-Change; *Literacy-; *Reading-Instruction; *Teacher-Characteristics; *Teacher-Improvement
DER: Elementary-Secondary-Education; Higher-Education
AB: Considers how the principles of constructivism are fundamental to good literacy instruction and provide a framework for developmentally appropriate practices in schools. Concludes that the Literacy Orientation Survey (LOS) can provide teachers with a measuring stick to gauge their current progress and can help them make decisions about what they need to change to become more constructivist literacy teachers. (SG)
AN: EJ629293
AU: Chrenka,-Lynn
TI: Misconstructing Constructivism.
PY: 2001
SO: Phi-Delta-Kappan; v82 n9 p694-95 May 2001
DEM: *Active-Learning; *Constructivism-Learning; *Learning-Processes; *Misconceptions-; *Teacher-Role; *Theory-Practice-Relationship
DER: Elementary-Secondary-Education; Student-Centered-Curriculum; Teaching-Methods
AB: Teachers using a constructivist approach to learning are not invisible, as Lawrence Baines and Gregory Stanley suggest in a December 2000 "Kappan" article. Rather, they are an integral part of an active, student-centered learning process. Assisted by teachers, learners select and transform information, construct hypotheses, and make decisions. (MLH)
AN: EJ628751
AU: Mintrop,-Heinrich
TI: Educating Students To Teach in a Constructivist Way--Can It All Be Done?
PY: 2001
SO: Teachers-College-Record; v103 n2 p207-39 Apr 2001
DEM: *Constructivism-Learning
DER: Curriculum-Design; Elementary-Secondary-Education; Higher-Education; Preservice-Teacher-Education; Skill-Development; Teaching-Methods; Thinking-Skills
AB: Analyzes a teacher education program centered in a constructivist teaching model, "Fostering Community of Learners," showing how three program iterations over time grappled with the fusing of inspiration, reasoning, skill development, and design work. Though none of the iterations were shining successes, all of the elements were indispensable components of a program aimed at constructivist pedagogy in student teachers' classrooms. (SM)
AN: EJ627654
AU: Woodward,-John
TI: Constructivism and the Role of Skills in Mathematics Instruction for Academically At-Risk Secondary Students.
PY: 2001
SO: Special-Services-in-the-Schools; v17 n1-2 p15-31 2001
NT: Special Issue: "Computers in the Delivery of Special Education and Related Services: Developing Collaborative and Individualized Learning Environments." For related articles, see CG 557 074-080.
DEM: *Computer-Assisted-Instruction; *Constructivism-Learning; *High-Risk-Students; *Mathematics-Instruction; *Skill-Development
DER: Secondary-Education; Special-Education; Teaching-Methods
AB: Discusses the evolution of instructional uses of technology in special education over the last two decades and the changes in thinking and teaching which have moved away from didactic instructional methods to constructivist approaches. Describes how skills instruction can be an important feature of constructivism for teaching special education students. (Contains 32 references.) (GCP)
AN: ED451208
AU: Ediger,-Marlow
TI: Assessing Recent Theories of Student Learning.
PY: 2001
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED451208
DEM: *Constructivism-Learning; *Educational-Theories; *Learning-; *Student-Evaluation
DER: Curriculum-Development; Educational-Objectives; Elementary-Secondary-Education; State-Standards
AB: Recent theories of student learning have changed how education is viewed by educators and the public. One current concern is assessing the objectives of instruction. To be successful, state mandated standards must represent what students should achieve. Constructivism, a currently popular theory, stresses helping students do well in school and emphasizes that teachers must do the best job possible regardless of the circumstances. Theories of learning opportunities emphasize the alignment of learning opportunities with the state mandated objectives. Regardless of the theory of interest, it is evident that relying entirely on one approach is not conducive to student learning. Theorists must continue to study, with the goal of providing the best learning opportunities for each student. (SLD)
AN: ED451190
AU: Pilcher,-Janet-K.
TI: The Standards and Integrating Instructional and Assessment Practices.
PY: 2001
NT: Paper presented at the Annual Meeting of the American Association of Colleges for Teacher Education (53rd, Dallas, TX, March 1-4, 2001).
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED451190
DEM: *Constructivism-Learning; *Student-Evaluation
DER: Elementary-Secondary-Education; Evaluation-Methods; Higher-Education; Performance-Based-Assessment; Preservice-Teacher-Education
AB: In constructivist learning environments, assessment becomes part of the pedagogical process rather than remaining isolated from instruction, thus enhancing learning. Teachers express concern about being too subjective when implementing performance assessments in their classrooms and need specific training to modify traditional beliefs. Social constructivist learning theory suggests that development and learning are social processes which emphasize that all students can learn. Classroom assessment uses must be changed by: modifying traditional belief systems attached to measurement-driven classroom assessment and changing the form and content of assessments to align the purpose of improving learning for all. In social constructivist environments, teachers enhance learning by encouraging students to problem solve rather than using assessment for punishment and reward. Productive instructional assessment involves aligning assessment with the purposes of instruction. Assessment tools must relate to the task at hand. Validity should be taught from the perspective of decisions made instead of more psychometric viewpoints. Defining validity shifts from focusing on assessment for measurement to assessment for instruction. Applying instructional assessment strategies in social constructivist learning environments creates challenging curricula that embed assessments to support learning for all. Teachers' practices aligned with these theoretical views follow closely with standards-based reform rhetoric. (Contains 20 references.) (SM)
AN: EJ627264
AU: Jadallah,-Edward
TI: Constructivist Learning Experiences for Social Studies Education.
PY: 2000
SO: Social-Studies; v91 n5 p221-25 Sep-Oct 2000
DEM: *Constructivism-Learning; *Educational-Strategies; *Knowledge-Level; *Learning-Experience; *Relevance-Education; *Social-Studies
DER: Educational-Trends; Elementary-Secondary-Education; Futures-of-Society; Interpersonal-Relationship
AB: Discusses the differences between cognitive and social constructivism. Suggests a planning process that integrates cognitive and social constructivism to help social studies teachers make curriculum and instructional decisions that result in meaningful learning experiences. Addresses social studies education for the twenty-first century. (CMK)
AN: EJ627178
AU: Winslow,-Carl
TI: Between Platonism and Constructivism: Is There a Mathematics Acquisition Device?
PY: 2000
SO: For-the-Learning-of-Mathematics; v20 n3 p12-22 Nov 2000
DEM: *Constructivism-Learning; *Linguistics-; *Mathematics-Education
DER: Elementary-Secondary-Education; Language-; Learning-Theories
AB: Proposes an entirely different perspective and challenges both the current para-dogmatic character of constructivism in some quarters of mathematics education and the dismissive attitude towards 'humanist non-sense' in others. Discusses the linguistic aspects of mathematical knowledge through a language acquisition device and a language acquisition support system. (Contains 39 references.) (ASK)
AN: EJ627055
AU: Frid,-Sandra
TI: Constructivism and Reflective Practice in Practice: Challenges and Dilemmas of a Mathematics Educator.
PY: 2000
SO: Mathematics-Teacher-Education-and-Development; v2 p17-33 2000
DEM: *Constructivism-Learning; *Mathematics-Instruction; *Reflective-Teaching; *Teacher-Education
DER: Elementary-Secondary-Education; Mathematics-Teachers
AB: 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)
AN: EJ623893
AU: Beck,-Judy; Czerniak,-Charlene-M.; Lumpe,-Andrew-T.
TI: An Exploratory Study of Teachers' Beliefs Regarding the Implementation of Constructivism in Their Classrooms.
PY: 2000
SO: Journal-of-Science-Teacher-Education; v11 n4 p323-43 Nov 2000
DEM: *Constructivism-Learning; *Teacher-Attitudes
DER: Classroom-Techniques; Elementary-Secondary-Education; Higher-Education; Science-Instruction; Teaching-Methods
AB: Identifies the factors influencing K-12 science teachers' implementation of constructivism in their classrooms. Specifically examines the implementation of five subcomponents of constructivism: personal relevance, critical voice, scientific uncertainty, shared control, and student negotiation. Also assesses the relationship between these belief structures and the teachers' perceived implementation of these recommendations in their classrooms. (SAH)
AN: EJ621908
AU: Aviram,-Aharon
TI: Beyond Constructivism: Autonomy-Oriented Education.
PY: 2000
SO: Studies-in-Philosophy-and-Education; v19 n5-6 p465-489 Nov 2000
NT: This issue (v19 n5-6) discusses the conflicting philosophies of education in Israel/Palestine.
DEM: *Constructivism-Learning; *Elementary-Secondary-Education; *Middle-Eastern-History; *Postsecondary-Education; *Religious-Cultural-Groups
DER: Educational-Environment; Educational-Philosophy; Foundations-of-Education
AB: Reviews Constructivism and the sources of its influence over Israeli educational discourse. Describes examples of Constructivist projects, several Constructivist schools, a summary of obstacles to implementation of such projects, and two basic flaws in the Constructivist view. Introduces a post-constructivist autonomy-oriented educational paradigm. (Contains 49 references.) (PGS)
AN: EJ617001
AU: Yager,-Robert-E.
TI: The Constructivist Learning Model.
PY: 2000
SO: Science-Teacher; v67 n1 p44-45 Jan 2000
NT: Special issue: Heading toward the Next Millennium of Science Education: A Look at the Past.
DEM: *Constructivism-Learning; *Misconceptions-
DER: Behaviorism-; Cognitive-Development; Elementary-Secondary-Education; Epistemology-; Science-Education-History; Teacher-Education
AB: Focuses on constructivism and lists some of the procedures that teachers use to illustrate the constructivist learning model. Describes characteristics of a classroom that is using the constructivist model. First published in 1991. (YDS)
AN: EJ614427
AU: Colburn,-Alan
TI: Constructivism: Science Education's "Grand Unifying Theory."
PY: 2000
SO: Clearing-House; v74 n1 p9-12 Sep-Oct 2000
DEM: *Constructivism-Learning; *Instructional-Effectiveness; *Science-Education; *Science-Instruction
DER: Secondary-Education; Secondary-School-Science; Theory-Practice-Relationship
AB: Discusses constructivism as philosophy, as learning theory, and applied to the science classroom. Discusses six major recommendations and strategies for science teaching that involve trying to help students change their beliefs to be more in line with those held by the scientific community. Notes activities science teachers can use to make their classrooms more supportive of constructivism. (SR)
AN: EJ605631
AU: Marin,-N.; Benarroch,-A.; Gomez,-E.-Jimenez
TI: What Is the Relationship between Social Constructivism and Piagetian Constructivism? An Analysis of the Characteristics of the Ideas within Both Theories.
PY: 2000
SO: International-Journal-of-Science-Education; v22 n3 p225-38 Mar 2000
DEM: *Concept-Formation; *Constructivism-Learning; *Learning-Processes; *Piagetian-Theory; *Science-Education; *Scientific-Concepts
DER: Cognitive-Processes; Elementary-Secondary-Education; Epistemology-; Higher-Education; Learning-Theories; Misconceptions-
AB: Attempts to find connections and bridges between social constructivism and Piagetian constructivism so that both may be enriched, to the benefit of science teaching. (Contains 95 references.) (Author/WRM)
AN: EJ631611
AU: Terhart,-Ewald
TI: Konstruktivismus und Unterricht. Gibt es einen neuen Ansatz in der Allgemeinen Didaktik? (Constructivism and Teaching. Is there a New Approach to General Didactics?).
PY: 1999
SO: Zeitschrift-fur-Padagogik; v45 n5 p629-47 Sep-Oct 1999
DEM: *Constructivism-Learning; *Didacticism-; *Educational-Practices; *Educational-Theories; *Learning-Theories
DER: Educational-Methods; Elementary-Secondary-Education; Foreign-Countries; Higher-Education; Instruction-
AB: States that the proponents of "constructivistic didactic" are claiming a new approach in the field of General Didactic. Explores four background theories of constructivistic didactic, reconstructs its central arguments, offers examples of constructivistic teaching recommendations, and analyzes the constructivistic didactic in the context of learning theory in schools. (CMK)
AN: EJ598105
AU: Fetherston,-Tony
TI: Students' Constructs about Energy and Constructivist Learning.
PY: 1999
SO: Research-in-Science-Education; v29 n4 p515-25 1999
DEM: *Constructivism-Learning; *Energy-; *Instructional-Effectiveness; *Misconceptions-; *Teaching-Methods
DER: Foreign-Countries; Physics-; Science-Education; Scientific-Concepts; Secondary-Education
AB: Finds that students taught with a constructivist approach had much more increased personal knowledge concerning energy compared to students taught in a traditional manner. (Contains 15 references.) (Author/WRM)
AN: EJ597083
AU: Richetti,-Cynthia; Sheerin,-James
TI: Helping Students Ask the Right Questions.
PY: 1999
SO: Educational-Leadership; v57 n3 p58-62 Nov 1999
DEM: *Cognitive-Ability; *Constructivism-Learning; *Problem-Solving; *Questioning-Techniques; *Student-Responsibility; *Thinking-Skills
DER: Lifelong-Learning; Secondary-Education; Skill-Development
AB: Constructivist theory recognizes the student's value as thinker. Thinking ability hinges on the capacity to ask and consider important questions. Teachers need question-driven problem-solving strategies that are comprehensive, adaptable, discriminating, productive, and transferable. This article explains four types of situations and accompanying problem-solving strategies. (MLH)
AN: ED434871
AU: Herman,-William-E.; Gwaltney,-Thomas-M.
TI: Human Relationships That Nurture and Advance the Construction of Knowledge.
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/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED434871
DEM: *Communication-Skills; *Constructivism-Learning; *Teacher-Student-Relationship
DER: Cognitive-Psychology; Elementary-Secondary-Education; Higher-Education; Student-Role; Students-; Teacher-Role; Teachers-
AB: This paper reviews the historical antecedents and theoretical foundation for a constructivist approach to teaching and learning. One neglected characteristic of constructivism apparent in the professional literature is the need to better understand that human relationships in the classroom are often pivotal in helping students construct knowledge. This paper employs the crucial connection between humanistic psychology (counseling and psychotherapy) and cognitive psychology (construction of knowledge) as the theoretical and research foundation to highlight how constructivism relies upon mentally healthy relationships in the classroom. Key elements of the change process and human interaction inherent in a constructivist perspective are provided with the hope of further advancing the judicious implementation of such ideas. (Contains 15 references.) (Author/SM)
AN: EJ588699
AU: Rice,-Margaret-L.; Wilson,-Elizabeth-K.
TI: How Technology Aids Constructivism in the Social Studies Classroom.
PY: 1999
SO: Social-Studies; v90 n1 p28-33 Jan-Feb 1999
DEM: *Constructivism-Learning; *Educational-Technology; *Multimedia-Materials; *School-Culture
DER: Class-Activities; Elementary-Secondary-Education; Internet-; Social-Studies
AB: States that by using the constructivist model for learning, schools can create a culture that values collaboration, promotes self-reliance, and prepares students with critical-handling skills. Summarizes activities teachers can utilize to promote constructivist learning by incorporating the use of technology. Considers different types of technology tools. (CMK)
AN: EJ587664
AU: Windschitl,-Mark
TI: The Challenges of Sustaining a Constructivist Classroom Culture.
PY: 1999
SO: Phi-Delta-Kappan; v80 n10 p751-55 Jun 1999
DEM: *Classroom-Environment; *Constructivism-Learning; *Experiential-Learning; *Teacher-Competencies; *Theory-Practice-Relationship
DER: Elementary-Secondary-Education; Hands-on-Science; Instructional-Design; Science-Education; Teacher-Role
AB: Constructivist learning, based on students' application of knowledge to solve authentic problems, is a culture, not a fragmented collection of practices. Constructivism places high demands on teachers' subject-matter knowledge, pedagogical skills, and design of independent student projects. Major changes in curriculum, scheduling, and assessment are needed. (13 references) (MLH)
AN: ED431398
AU: Dimock,-K.-Victoria; Boethel,-Martha
TI: Constructing Knowledge with Technology.
CS: Southwest Educational Development Lab., Austin, TX.
PY: 1999
PR: EDRS Price MF01/PC03 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED431398
DEM: *Computer-Uses-in-Education; *Constructivism-Learning; *Educational-Technology; *Theory-Practice-Relationship
DER: Educational-Change; Educational-Practices; Educational-Theories; Elementary-Secondary-Education; Instructional-Improvement; Literature-Reviews; Resistance-to-Change; Student-Attitudes; Teacher-Attitudes; Teaching-Methods
AB: This literature review lays the groundwork for exploring potential linkages between constructivist learning theory and applications of technology. The first section provides an overview of constructivist learning theory, including the major concepts of constructivism, support for constructivist precepts, and confusions and controversies. Constructivism's implications for K-12 classrooms are identified in the next section, including the following elements of constructivist theory and their application in the classroom: the importance of prior understandings; learning as an adaptive activity; knowledge as constructed; resistance to change; learning as situated; and the role of social interaction. The third section describes the role of technology in constructivist learning environments; three major categories of instructional use for computer-based technologies are summarized--learning from technology, technology as the object of instruction, and learning with technology. The challenges of establishing constructivist learning environments and using technology to support them are addressed in the fourth section, including barriers to technology implementation, teachers' resistance to change, students' resistance to change, the dilemma of "right" answers versus student understandings, and the need for in-depth understandings of pedagogy, subject matter, and skills in using technology. A final section offers conclusions about creating constructivist learning environments supported by technology. (Contains 141 references.) (AEF)
AN: ED442655
AU: Vellom,-R.-Paul
TI: Teaching about Classroom Management in a Constructivist Methods Class Environment.
PY: 1998
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED442655
DEM: *Classroom-Techniques; *Constructivism-Learning; *Reflective-Teaching; *Teacher-Education; *Teaching-Methods
DER: Higher-Education; Mathematics-Education; Science-Education; Secondary-Education; Teaching-Skills; Technology-Education
AB: This paper describes a preservice science, mathematics, and technology methods class at The Ohio State University--Columbus that was designed to challenge students' assumptions about teaching, students, and schools while engaging students in study of their own activity and reflective writing. The course experience suggests that teaching about complex issues related to practice (such as classroom management) should be structured over substantial periods of time and across multiple settings and tasks. (WRM)
AN: EJ584891
AU: DeVries,-Rheta
TI: Implications of Piaget's Constructivist Theory for Character Education.
PY: 1998
SO: Action-in-Teacher-Education; v20 n4 p39-47 Win 1998
DEM: *Constructivism-Learning; *Moral-Values; *Teacher-Student-Relationship; *Values-Education
DER: Classroom-Environment; Elementary-Secondary-Education; Higher-Education; Interpersonal-Competence; Preservice-Teacher-Education
AB: Outlines character education from the constructivist perspective, discussing Piaget's research on children's reasoning about moral rules, which offers a framework for examining education. Examines parallel teacher/child relationships, which affect moral development, and presents examples of how teachers can create cooperative interpersonal atmospheres, discussing research on children in constructivist and nonconstructivist classrooms. Implications for teacher education are noted. (SM)
AN: ED444966
AU: Murphy,-Elizabeth
TI: Constructivism: From Philosophy to Practice.
PY: 1997
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED444966
DEM: *Constructivism-Learning; *Educational-Philosophy; *Epistemology-; *Learning-Theories
DER: Educational-Theories; Elementary-Secondary-Education; Higher-Education
AB: This exploration of constructivism begins with a discussion of constructivist epistemology and learning theory, explaining that constructivist epistemology is difficult to label, though many writers, educators, and researchers have come to an agreement about how this constructivist epistemology should affect educational practice and learning. The paper goes on to consider what constructivism means for learning, offering a summary of characteristics of constructivist learning and teaching and using the summary to compile a constructivist checklist. This checklist can be applied by educators to educational projects and environments in order to observe the way in which constructivist epistemology and theories of learning can be accommodated in educational practice. The paper concludes by suggesting that an important challenge for educational reform is to begin to question and come to greater understanding of the philosophy, theory, and epistemology that presently informs educational practice. (Contains 32 references.) (SM)
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Other Resources (available either for sale or via interlibrary loan)
Title: Technology and constructivist learning environments
Author: Dawson, Kara
Year: 2002
Publisher: Greenwich, Conn.: London: Information Age
Title: Designing for learning: six elements in constructivist classrooms
Authors: Gagnon, George W.; Collay, Michelle
Year: 2001
Publisher: London: SAGE
Title: Constructivism in education: opinions and second opinions on controversial issues
Author: Phillips, D. C.
Year: 2000
Publisher: Chicago, Ill.: National Society for the Study of Education
Title: Creating contexts for learning and self-authorship: constructive-developmental pedagogy
Author: Baxter Magolda, Marcia B.
Year: 1999
Publisher: Nashville, Tenn.: Vanderbilt University Press
Title: In search of understanding : the case for constructivist classrooms
Author: Brooks, Jacqueline Grennon
Year: 1999
Publisher: Alexandria, Va: Association for Supervision and Curriculum Development
Title: Learning through children's eyes: social constructivism and the desire to learn
Author: Oldfather, Penny
Year: 1999
Publisher: Washington, DC: American Psychological Association
Title: Creating and sustaining the constructivist classroom
Author: Marlowe, Bruce A.
Year: 1998
Publisher: Thousand Oaks, Calif.: Corwin Press
Title: Handbook of academic learning: construction of knowledge
Editor: Gary D. Phye
Year: 1997
Publisher: San Diego: Academic Press
Title: Contexts for learning: sociocultural dynamics in children's development
Authors: Forman, Ellice A.; Minick, Norris
Year: 1996
Publisher: New York, Tokyo: Oxford University Press
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