ERIC Number: ED383569
Record Type: RIE
Publication Date: 1995-Apr
A Tale of Two "isms": Constructivism in Practice.
The opinion in this paper is that there is a need to reexamine the meaning of constructivism in an age where the concept has come to mean different things to different people. This paper examines one person's understanding of constructivism in order to uncover multiple meanings of the term in ways that ultimately affect teachers' practice in K-12 education. The case study and its associated analysis is a combination of a case study that is biographical and a critical analysis of what is meant by constructivism, using personal perspectives and guided by the insight gained through the case study. Data for the case study came from the published and unpublished writings of the subject and interviews conducted with the subject. The critical analysis is in part a hermeneutic review of the literature. The paper concludes by linking various meanings of constructivism to three problematic areas: confusion over what is meant by knowledge, identification of who learners are, and the application of constructivist theories in classroom practice. (LZ)
Publication Type: Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (San Francisco, CA, April 22-25, 1995).