The first part of this paper examines the differences between Piaget’s constructivism, what Papert refers to as“constructionism,” and the socio-constructivist approach as portrayed by Vygotsky. All these views are developmental, and they share the notion that people actively contribute to the construction of their knowledge, by transforming their world. Yet the views also differ, each highlighting on some aspects of how children learn and grow, while leaving other questions unanswered. Attempts at integrating these views [learning through experience, through media, and through others] helps shed light on how people of different ages and venues come to make sense of their experience, and find their place – and voice – in the world. Tools, media, and cutural artifacts are the tangible forms, or mediational means, through which we make sense of our world and negociate meaning with others. In the second part of this paper, I speak to the articulations between make-believe activities and creative symbol-use as a guiding connection to rethink the aims of representations. Simulacrum and simulation, I show, play a key role besides language in helping children ground and mediate their experience in new ways. From computer-based microworlds for constructive learning (Papert’s turtle geometry, TERC’s body-syntonic graphing), to social virtual environments (MUDing). In each case, I discuss the roles of symbolic recreation, and imaginary projection (people’s abilities to build and dwell in their creations) as two powerful heuristic to keep in touch with situations, to bring what’s unknown to mind’s reach, and to explore risky ideas on safe grounds. I draw implications for education.

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.

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.

The contemporary use of the term ‘complexity’ frequently indicates that it is considered a unified concept. This may lead to a neglect of the range of different theories that deal with the implications related to the notion of complexity. This paper, integrating both the English and the Latin traditions of research associated with this notion, suggests a more nuanced use of the term, thereby avoiding simplification of the concept to some of its dominant expressions only. The paper further explores the etymology of ‘complexity’ and offers a chronological presentation of three generations of theories that have shaped its uses; the epistemic and socio-cultural roots of these theories are also introduced. From an epistemological point of view, this reflection sheds light on the competing interpretations underlying the definition of what is considered as complex. Also, from an anthropological perspective it considers both the emancipatory as well as the alienating dimensions of complexity. Based on the highlighted ambiguities, the paper suggests in conclusion that contributions grounded in contemporary theories related to complexity, as well as critical appraisals of their epistemological and ethical legitimacy, need to follow the recursive feedback loops and dynamics that they constitute. In doing so, researchers and practitioners in education should consider their own practice as a learning process that does not require the reduction of the antagonisms and the complementarities that shape its own complexity.

This paper is inspired by Edgar Morin’s paradigm of complexity and his constructivist and non-dualistic critique of scientific and philosophical forms of reductionism. It aims to challenge the fragmentation and the reduction framing the understanding of the notion of “critique” in educational sciences, and more broadly in the academia. Based on a review of the literature identified in French-speaking and English-speaking critical traditions in education, several factors determining the way the idea of critique is reduced are highlighted. Stressing the tacit character of those variables challenges the limits of traditional conceptions of critique in contemporary education. According to the constructivist, complex and non-dualistic position adopted, this paper illustrates the relevance of an epistemological framework integrating more systematically the conditions of emergence, the limitations, as well as the antagonistic, complementary and contradictory relationships, that connect educational theories of critique to one another. Based on this position, this paper finally suggests that a distinction be made between “hypocritique” and “hypercritique” as a semantic artifact, stressing the importance of challenging educational research and theories according to the level of complexity that one may attribute to them.

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.

Open peer commentary on the article “Creativity in Solving Short Tasks for Learning Computational Thinking” by Valentina Dagienė, Gerald Futschek & Gabrielė Stupurienė. Abstract: Computational thinking (CT) skills are nowadays strongly advocated for educational institutions at all levels. CT refers broadly to skills of thinking about the world from a computational perspective, however, not necessarily referring to programming skills in particular. There is still a lack of consensus about what CT means, and how CT should be taught. This open peer commentary briefly discusses some ongoing trends of CT in response to the target article, which reports development, field testing and piloting of an extensive set of new learning materials for teaching CT. Recent calls for interdisciplinary technology education, creativity and open-ended problem solving in CT are highlighted.

Constructivist teaching is based on constructivist learning theory. This theoretical framework is based on the belief that learning occurs through what a student already knows; this prior knowledge is called a schema. Because all learning should pass through the filter of the pre-existing schemata, constructivists suggest that learning is best accomplished when a student gets actively engaged in the learning process rather than attempting to receive knowledge passively with the teacher avoiding most direct instruction and attempting to lead the student through questions and activities to discover, discuss, appreciate and verbalize the new knowledge (Richards et.al., 2001). Technology is increasingly gaining attention of those who are obsessed with improving teaching and learning. In this research attempts has been made to describe and analyze elementary teachers’ perceptions of using technology as a means for implementing classroom constructivist activities. Doing this, private schools were chosen were every classroom was equipped with a PC for the teacher as well as students. The PCs were networked so that all students could interact with the teacher and other students independently or as a group. Data was gathered through questionnaires from both teachers and students. Findings of the study show that teachers intend to look at the technology provided as an effective tools for developing constructivist practices and for gaining students’ interest. Students are given free rein to be in charge of learning experiences. This method initiates an active and positive learning environment that is technology based, including teamwork while maintaining independence where necessary, which is safe and avoids the anti-motivation effects of being judged. The results show that teachers reported an increase of test scores.

Key words: constructivist education, leadership, technology in education, technology integration

This paper explores the theoretical foundations of “constructivism” and “socio-constructivism” which underlie the conception of inquiry-based science teaching. The proposed synthesis aims at disentangling the multiple sources of influence of this approach in science education, which come from the field of psychology of cognitive development, on the one side, and from that of epistemology, on the other. The goal of this paper is also to make explicit what is assumed to be “constructed” by the students during such a teaching, according to the authors under study.

Key words: cognitive psychology, constructivism, epistemology, socio-constructivism

This paper aims at shedding light on what students can “construct” when they learn science and how this construction process may be supported. Constructivism is a pluralist theory of science education. As a consequence, I support, there are several points of view concerning this construction process. Firstly, I stress that constructivism is rooted in two fields, psychology of cognitive development and epistemology, which leads to two ways of describing the construction process: either as a process of enrichment and/or reorganization of the cognitive structures at the mental level, or as a process of building or development of models or theories at the symbolic level. Secondly, I argue that the usual distinction between “personal constructivism” (PC) and “social constructivism” (SC) originates in a difference of model of reference: the one of PC is Piaget’s description of “spontaneous” concepts, assumed to be constructed by students on their own when interacting with their material environment, the one of SC is Vygotsky’s description of scientific concepts, assumed to be introduced by the teacher by means of verbal communication. Thirdly, I support the idea that, within SC, there are in fact two trends: one, in line with Piaget’s work, demonstrates how cooperation among students affects the development of each individual’s cognitive structures; the other, in line with Vygotsky’s work, claims that students can understand and master new models only if they are introduced to the scientific culture by their teacher. Fourthly, I draw attention to the process of “problem construction” identified by some French authors. Finally, I advocate for an integrated approach in science education, taking into account all the facets of science learning and teaching mentioned above and emphasizing their differences as well as their interrelations. Some suggestions intended to improve the efficiency of science teaching are made.

Key words: science learning science teaching, personal constructivism, social constructivism, cooperation, enculturation, problem construction.