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Windschitl M. (2002) Framing constructivism in practice as the negotiation of dilemmas: An analysis of the conceptual, pedagogical, cultural, and political challenges facing teachers. Review of Educational Research 72(2): 131–175. Fulltext at http://cepa.info/3898
Windschitl M. (2002) Framing constructivism in practice as the negotiations of dilemmas: An analysis of the conceptual, pedagogical, cultural and political challenges facing teachers. Review of Educational Research 72(2): 131–175.
Wink D. J. (2006) Connections between pedagogical and epistemological constructivism: Questions for teaching and research in chemistry. Foundations of Chemistry 8(2): 111–151.
Wong W., Watkins D. & Wong N. (2006) Cognitive and Affective Outcomes of Person–Environment Fit to a Critical Constructivist Learning Environment: A Hong Kong Investigation. Constructivist Foundations 1(3): 124–130. Fulltext at http://cepa.info/13
Wright B. (1991) An application of the epistemology of radical constructivism to the study of learning. The Australian Educational Researcher 18(1): 75–95.
Wright E. (2000) The topic of entity as it relates to Ernst von Glasersfeld’s constructivism. In: Steffe L. P. & Thompson P. W. (eds.) Radical constructivism in action: Building on the pioneering work of Ernst von Glasersfeld. Routledge/Falmer, London: 10–22. Fulltext at http://cepa.info/2908
Wuketits F. M. (1991) Self-organisation, constructivism, and reality. Nuova Serie I-II, Quaderno 17–18: 21–36.
Yevdokimov O. & Passmore T. (2008) Problem solving activities in a constructivist framework: Exploring how students approach difficult problems. In: Unknown (ed.) Proceedings of the 31st Annual Conference of the Mathematics Education Research Group of Australasia. Volume 2. MERGA, Brisbane: 629–636. Fulltext at http://cepa.info/4735
Ziemke T. (2001) The construction of “reality” in the robot: Constructivist perspectives on situated AI and adaptive robotics. Foundations of Science 6(1): 163–233.
Zimmermann E., Peschl M. F. & Römmer-Nossek B. (2010) Constructivist Curriculum Design for the Interdisciplinary Study Programme MEi:CogSci – A Case Study. Constructivist Foundations 5(3): 144–157. Fulltext at http://cepa.info/160
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