Ackermann E. K. (1995) Construction and transference of meaning through form. In: Steffe L. P. & Gale J. E. (eds.) Constructivism in education\>Constructivism in education. Lawrence Erlbaum Associates, Hillsdale NJ: 341–354. Fulltext at https://cepa.info/3064
Ackermann E. K.
(
1995)
Construction and transference of meaning through form.
In: Steffe L. P. & Gale J. E. (eds.) Constructivism in education. Lawrence Erlbaum Associates, Hillsdale NJ: 341–354.
Fulltext at https://cepa.info/3064
Bickhard M. H. (1995) World mirroring versus world making: There’s gotta be a better way. In: Steffe L. P. & Gale J. (eds.) Constructivism in education\>Constructivism in education. Erlbaum, Hillsdale NJ: 229–267.
Bickhard M. H.
(
1995)
World mirroring versus world making: There’s gotta be a better way.
In: Steffe L. P. & Gale J. (eds.) Constructivism in education. Erlbaum, Hillsdale NJ: 229–267.
Confrey J. (1995) How compatible are radical constructivism, sociocultural approaches, and social constructivism. In: Steffe L. & Gale J. (eds.) Constructivism in education\>Constructivism in education. Lawrence Erlbaum Associates, Hillsdale NJ: 185–225.
Confrey J.
(
1995)
How compatible are radical constructivism, sociocultural approaches, and social constructivism.
In: Steffe L. & Gale J. (eds.) Constructivism in education. Lawrence Erlbaum Associates, Hillsdale NJ: 185–225.
Duit R. (1995) The constructivist view: A fashionable and fruitful paradigm for science education research and practice. In: Steffe L. P. & Gale J. E. (eds.) Constructivism in education\>Constructivism in education. Lawrence Erlbaum Associates, Hillsdale NJ: 271–285. Fulltext at https://cepa.info/3007
Duit R.
(
1995)
The constructivist view: A fashionable and fruitful paradigm for science education research and practice.
In: Steffe L. P. & Gale J. E. (eds.) Constructivism in education. Lawrence Erlbaum Associates, Hillsdale NJ: 271–285.
Fulltext at https://cepa.info/3007
Ernest P. (1995) The one and the many. In: Steffe L. & Gale J. (eds.) Constructivism in Education\>Constructivism in Education. Lawrence Erlbaum, New York: 459–486. Fulltext at https://cepa.info/4160
Ernest P.
(
1995)
The one and the many.
In: Steffe L. & Gale J. (eds.) Constructivism in Education. Lawrence Erlbaum, New York: 459–486.
Fulltext at https://cepa.info/4160
Excerpt: I use the pre-Socratics’ contrast of the one and the many as my organizing theme. It fits well with the aim of this chapter: to offer both an analysis and synthesis of half of the preceding contributions. Synthesis constructs unity (the one), whereas analysis turns out to suggest diversity (the many). Starting with “the one,” I consider what different positions in constructivism have in common. Then I consider “the many” – analyzing some salient differences between different constructivist positions (and a few others). Finally, I offer a synthesis, “the one” again, identifying what seem to be deeply shared themes, problems and points of growth for constructivism, and alternative epistemologies in education.
Fourez G. (1998) Constructivism and ethical justification. In: Larochelle M., Bednarz N. & Garrison J. (eds.) Constructivism in education\>Constructivism in education. Cambridge University Press, New York NY: 139–155. Fulltext at https://cepa.info/3896
Fourez G.
(
1998)
Constructivism and ethical justification.
In: Larochelle M., Bednarz N. & Garrison J. (eds.) Constructivism in education. Cambridge University Press, New York NY: 139–155.
Fulltext at https://cepa.info/3896
Gale J. (1995) Preface. In: Steffe L. P. & Gale J. E. (eds.) Constructivism in education\>Constructivism in education. Lawrence Erlbaum Associates, Hillsdale NJ: xi–xvii. Fulltext at https://cepa.info/3908
Gale J.
(
1995)
Preface.
In: Steffe L. P. & Gale J. E. (eds.) Constructivism in education. Lawrence Erlbaum Associates, Hillsdale NJ: xi–xvii.
Fulltext at https://cepa.info/3908
Gergen K. J. (1995) From construction in context to reconstruction in education. In: Steffe L. P. & Gale J. (eds.) Constructivism in education\>Constructivism in education. Lawrence Erlbaum, Hillsdale NJ: 17–39.
Gergen K. J.
(
1995)
From construction in context to reconstruction in education.
In: Steffe L. P. & Gale J. (eds.) Constructivism in education. Lawrence Erlbaum, Hillsdale NJ: 17–39.
Glasersfeld E. von (1995) A constructivist approach to teaching. In: Steffe L. P. & Gale J. (eds.) Constructivism in education\>Constructivism in education. Erlbaum, Hillsdale: 3–15. Fulltext at https://cepa.info/1460
Glasersfeld E. von
(
1995)
A constructivist approach to teaching.
In: Steffe L. P. & Gale J. (eds.) Constructivism in education. Erlbaum, Hillsdale: 3–15.
Fulltext at https://cepa.info/1460
Glasersfeld E. von (1995) Sensory experience, abstraction, and teaching. In: Steffe L. P. & Gale J. (eds.) Constructivism in education\>Constructivism in education. Erlbaum, Hillsdale: 369–383. Fulltext at https://cepa.info/1461
Glasersfeld E. von
(
1995)
Sensory experience, abstraction, and teaching.
In: Steffe L. P. & Gale J. (eds.) Constructivism in education. Erlbaum, Hillsdale: 369–383.
Fulltext at https://cepa.info/1461