This paper proposed the application of the constructivist approach in virtual university where learners can learn based on their learning style, information and skills to succeed in life and also in their job. Constructivist learning and the strategies in constructivist learning can foster in-depth learning and practical application. Integration of communication and information technologies into curricula offers significant potentials for designing new learning environments, and advancing research and development in learning theories. Based on the main aspects of the constructivist approach, traditional universities and classroom cannot provide the conditions for learners to construct the knowledge for themselves, for this reason virtual university with the communication and information technologies (ICT) can implement constructivist strategies in the process of teaching and learning. In virtual university, constructivism promotes the learner’s skills to solve real-life problems and practical problems.

Key words: virtual university, constructivist learning, constructivist approach in virtual university.

This study built on a 2001–02 classroom observation study of Washington K-12 and technical schools that identified the extent of constructivist teaching activity. Results from classroom observations found that strong constructivist teaching was observable in 17 percent of the classroom lessons. The other 83 percent of the lessons observed may have contained some elements of constructivist teaching, but up to one-half had very little or no elements of constructivist teaching present. More constructivist teaching appeared to occur in alternative schools and integrated subject matter classes. There appeared to be no differences among elementary, middle/junior, and high schools in the degree to which constructivist practices were used. This study explored the relationship of this practice to student achievement, examining the percent of variance in student achievement accounted for by constructivist teaching beyond that contributed by low-income. Data came from the original observation study and from school-level standardized test scores of 4th, 7th, and 10th graders. Results found large correlations between study variables (a negative correlation between school-level family income and student achievement, large positive correlations between constructivist teaching and student achievement, and a negative correlation between constructivist teaching and school-level family income).

Inspired by Enactivist philosophy yet in dialog with it, we ask what theory of embodied cognition might best serve in articulating implications of Enactivism for mathematics education. We offer a blend of Dynamical Systems Theory and Sociocultural Theory as an analytic lens on micro-processes of action-to-concept evolution. We also illustrate the methodological utility of design-research as an approach to such theory development. Building on constructs from ecological psychology, cultural anthropology, studies of motor-skill acquisition, and somatic awareness practices, we develop the notion of an “instrumented field of promoted action”. Children operating in this field first develop environmentally coupled motor-action coordinations. Next, we introduce into the field new artifacts. The children adopt the artifacts as frames of action and reference, yet in so doing they shift into disciplinary semiotic systems. We exemplify our thesis with two selected excerpts from our videography of Grade 4–6 volunteers participating in task-based clinical interviews centered on the Mathematical Imagery Trainer for Proportion. In particular, we present and analyze cases of either smooth or abrupt transformation in learners’ operatory schemes. We situate our design framework vis-à-vis seminal contributions to mathematics education research.

Key words: mathematics, education, motor learning, conceptual learning, motor problem, conceptual metaphor

In the drive to improve standards, the collection and dissemination of numerical data still directs much contemporary educational policy. However, recent publications and debates seemingly attempt to reorient discussion from performance to learning. In support, constructivism is often referenced as a contributor in this endeavour. However, constructivism is not a single unified theory either of knowledge or pedagogy. This article identifies one version of constructivist thinking, social constructivism, both in terms of its underlying epistemology (theory of knowledge) and related pedagogy. Contemporary educational theories are then outlined to demonstrate that many practical solutions and theoretical ideas now presented as ‘good learning and teaching’ have much in common with social constructivist thinking. Finally, the article concludes by identifying two issues that require further discussion and debate if pedagogy of a social constructivist nature is to be considered.

Education has institutionalized a process that reifies cultures, ecological communities, and ultimately evolution itself. This enclosure has lessened our sensitivity to the pedagogical (eteragogical) nature of our lived relations with other people and with other living beings. By acknowledging that learning and teaching go on between species, humans can regain an eteragogical sense of the interspecies curricula within which they exist. This article explores interspecies lived curricula through a selection of ideas from ecopragmatist Anthony Weston, and cybernetician Gregory Bateson, and through lived experiences with shorebirds of Lake Ontario. Some gulls and a tern teach the author to enrich and diversify, rather than constrict, the potentiality of life. In so doing, being ecological and being educative become unified concepts. Relevance: The publication is concerned with the relational implications between humans and other species of Bateson’s cybernetic theory of learning.

The authors point out the difference between the theory of constructivism and its practical application, and they argue that the consequences of implementing constructivism in the classroom will be considerably more challenging than might be anticipated from the simple slogans that advocates repeat.

Over the past decades many teaching strategies have been proposed by various educators to improve education of all students including students with special needs. No single one of these proposed teaching strategies meets the needs of all students. The new Every Student Succeeds Act, successor to No Child Left behind Law, which transfers oversight from federal level back to states, could be a benefactor for constructivism and special education. Educators are also optimistic that the new Every Student Succeeds Act will be better for vulnerable students in special education because it will introduce more flexibility in how individual states carry out evaluation of students and teachers. In addition, it will provide more flexibility on testing and adapt the curriculum to student’s needs. It would further reduce time and energy for students preparing for standardized tests or statewide exams. It will also end “Adequate Yearly Progress” – a measure that required schools to show test score gains. Constructivist teaching philosophy is all about accepting student autonomy where student thinking drives the lessons, where dialogue, inquiry, and puzzlement are valued and assessing student learning is in the context of teaching. It helps teachers to draw on new ideas as they make decisions about which teaching techniques are most appropriate for all students to learn. Now is the time to revisit the great debate of constructivism versus teacher-centered instruction and special education. Time has come to effectively explore our educational system and examine the core unit of the whole enterprise, the textbook, the classroom, a setting that is often dominated by teacher talk and students listen.

Key words: constructivist teaching strategies, student with special needs, academic outcomes, students with learning disabilities, positive learning, policy makers, indirect instruction, every student succeeds act.

Excerpt: Education has failed to show steady progress because it has shifted back and forth among simplistic positions such as the associationist and rationalist philosophies. Modern cognitive psychology provides a basis for genuine progress by careful scientific analysis that identifies those aspects of theoretical positions that contribute to student learning and those that do not. Radical constructivism serves as the current exemplar of simplistic extremism, and certain of its devotees exhibit an antiscience bias that, should it prevail, would destroy any hope for progress in education.

An important tenet of constructivism is that learning is an idiosyncratic, active and evolving process. Active learning, operationalized by cognitive, metacognitive, affective and resource management learning strategies, is necessary for students to effectively cope with the high level of demands placed on the learner in a constructivist learning environment. Case studies of two students detail contrasting passive and active learning behaviours. Examples of their strategic learning behaviours illustrate that having students involved in activities such as discussions, question answering, and seatwork problems does not automatically guarantee successful knowledge construction. The nature of students’ metacognitive knowledge and the quality of their learning strategies are seen to be critical factors in successful learning outcomes.

Key words: resource management, learning environment, active learning, learning outcome, learning strategy.

Although constructivism is a concept that has been embraced my many teachers over the past 1 5 years, the meanings that are attached to this term are varied and often inadequately understood. Teachers need to have a sound understanding of what constructivism means to evaluate its promise and to use it knowledgeably and effectively This paper explicates some of the theoretical background of constructivism and then presents a detailed example in which a traditional classroom lesson and a constructivist version of the same lesson are described and analyzed. Also discussed are pervasive myths and important instructional issues of this widely advocated and increasingly popular philosophical framework for teaching across the entire K-12 curriculum.