Constructivists view thinking and learning differently from other learning theorists: they believe that learners do not acquire knowledge that is transmitted to them; rather, learners construct knowledge through intellectual activity. Sharp contrasts exist between a "transmission" model of instruction and the constructivist perspective. The transmission model is teacher directed, ignores prior knowledge, depends on external motivation, and involves isolated skill teaching. The constructivist perspective offers student directed learning, uses prior knowledge of students, generates knowledge, offers students intrinsic motivation, and capitalizes on context. Tenets of a constructivist perspective include: (1) learners come to school with a wealth of prior knowledge; (2) learners make meaning of their world by logically linking pieces of knowledge, communication, and experiences; (3) these belief systems are often incomplete explanations or misconceptions; (4) learners hold to their belief systems and are resistant to change; (5) direct instruction is unlikely to change belief systems; (6) learning takes place when confrontation with new experience yields dissonance; (7) a social context facilitates these processes; and (8) learning takes place best in a meaningful context. From the constructivist perspective, the role of the teacher becomes one of facilitating, guiding, and coaching. (A figure representing an "objectivist" lesson plan, and a figure contrasting the constructivist and transmission models are included. (Contains 22 references.) (RS)