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).

A number of observations are made about the nature of constructivism, with the suggestion that it is a less revolutionary development that has been claimed, and that some accounts imply an unwarranted disregard of the environment. The presentation is meant to be provocative and to invite discussion that may clarify the issues.

Key words: Cybernetics, Variance, Reality

This article focuses on an artificial life approach to some important problems in machine learning such as statistical discrimination, curve approximation, and pattern recognition. We describe a family of models, collectively referred to as semi-algebraic networks (SAN). These models are strongly inspired by two complementary lines of thought: the biological concept of autopoiesis and morphodynamical notions in mathematics. Mathematically defined as semi-algebraic sets, SANs involve geometric components that are submitted to two coupled processes: (a) the adjustment of the components (under the action of the learning examples), and (b) the regeneration of new components. Several examples of SANs are described, using different types of components. The geometric nature of SANs gives new possibilities for solving the bias/variance dilemma in discrimination or curve approximation problems. The question of building multilevel semi-algebraic networks is also addressed, as they are related to cognitive problems such as memory and morphological categorization. We describe an example of such multilevel models.

Background – Constructivist views of learning have brought conceptions of learning to attention again. Conceptions are considered important determinants of effective learning. Students can differ in their conceptions depending on their educational experience. Aims – The present study investigated students’ conceptions of constructivist learning. Do students with greater experience in their academic programme differ in their conceptions of constructivist learning compared to students with less experience/ In addition, to what extent are conceptions of constructivist learning different in a conventional, lecture-based curriculum compared to a constructivist, problem-based learning curriculum/ Samples –Three groups (i.e. first-year, second-year, and third-year students) in two different curricula (i.e. conventional, lecture-based and constructivist, problem-based) were tested. Methods – A cross-sectional design was used. Students’ conceptions of constructivist activities (i.e. knowledge construction, cooperative learning, self-regulation, use of authentic problems, self-perceived inability to learn, and motivation to learn) were measured by a questionnaire. Data were analyzed using a two-way multivariate analysis of variance (MANOVA). Results: A significant difference in questionnaire’s scores between year 1 and year 2 (but not between year 2 and 3) was found with respect to conceptions about knowledge construction, self-regulation, and the use of authentic problems, but not for cooperative learning and motivation to learn. For self-perceived inability, an interaction effect was found. Furthermore, results showed significant differences between both curriculum groups on all dependent measures. Conclusions – Differences in conceptions can be perceived between students who enter a new learning programme (i.e. higher education) and students who already have one year of experience in higher education. Among students with more than one year of educational experience, differences disappear. Furthermore, this study shows that the learning environment can make a difference with respect to students’ conceptions of constructivist learning activities.

This research review the effectiveness of teaching module based on radical constructivism towards rural students in Sabah. This research uses embedded design (quasi experimental and case studies). Researcher use 70 students as are sample who were chosen by purposive and matching sampling. A total of 35 students were chosen as the treatment group and the rest as are control group. Researchers develop teaching modules for Geography subject based on radical constructivism known as Geography Teaching Module CSAA to overcome the rural students’ learning problem. The teaching module consists of three main phases which are cognitive scheme; assimilation and accommodation used as intervention to the treatment group. Meanwhile, the control groups were taught using the teacher-centered approach. Data were collected through pre and post tests, observations and document analysis conducted by the researcher. Analysis of Variance (ANOVA) showed that there was no difference in post test scores for the control and treatment group of low cognitive level. Meanwhile, analysis of variance (ANOVA) for medium and high cognitive level showed significant difference between the two groups. The findings show that the use of Geography Teaching Module CSAA can improve students’ thinking skills. The implementation of Geography Teaching Module CSAA could increase thinking skills as the use of student-centered approach to encourage students to participate actively in the discovery of knowledge (qualitative data).

Key words: constructivism radical, teaching module csaa, mixed methods, cognitive scheme, assimilation, accommodation.

A quasi-experimental study was conducted to explore whether constructivist approach could promote perception of nature of biology among higher secondary students. Close-ended questionnaires were administered before and after the treatment. Analysis of covariance test was performed to control the initial variance. The findings revealed that students taught through constructivist approach had higher scores on the concepts of digestion and absorption in the post-test compared to those exposed to conventional (traditional) method of teaching. The results confirm research supporting the positive effect of constructivist learning practices and view that constructivist approach to teach biology is a viable alternative to traditional modes of teaching.

Key words: constructivist approach, (conventional) traditional approach, academic achievement, physiology of digestion.

The thesis presents a perspective on the possibility of harnessing sociocognitive terminology and related practices to the aim of describing philosophical terminology. In this case, the terminology of the radical constructivist philosopher Ernst von Glasersfeld is surveyed as a starting point. The experimental terminological records produced are re-incorporated into the theoretical basis constituted by the thesis. Therefore, its aim can be seen as twofold; the description of philosophical terminology also entails theory construction. The practice described can be seen as regenerative theory construction. It incorporates elements of formulation and of codification/ language engineering in terms of contemporary computational possibilities. In terms of its theoretical basis, the project extends not only to the terminology used in the corpus texts but also to concepts and terms needed to understand these in the first place. The outlook can be described as heuristic and experimental. The approach breaks down to the following sub-problems. Each can be seen as characteristic for terminology description in the human sciences: (1) The idea of conceptual entities and concept description needs to be adjusted to the field of experience. This starts from sociocognitive terminology and incorporates the anthropological view of concept analysis. (2) The conceptual entity of stereotype has to be accounted for, as the variance of the descriptions of immaterial objects suggests that they can only be apprehended in a radically simplified manner. (3) The application of prototype theory employed as by sociocognitive theory and the Aristotelian concept theory of (post-)classical terminology research needs to be adapted to the description of ideal types. This is compressed into the concept of scientificity. (4) The principles developed need to be compressed into the conventional categories of principle and approach. These categories need to be set in relation to both philosophical concepts and experience. (5) This design of a possible practice needs to be adapted to existing procedures. The existing procedures may be in need of clarification or redefinition against the background of their usage in non-standard contexts. (6) To facilitate this mutual adaptation, peculiarities of the context of philosophical terminography are explored and compressed under the concept of disciplinarity. To this, there is a declarative aspect and a procedural one. (7) The procedural approach to disciplinarity develops an understanding of the intentional aspect of agenda and interest. These orient the development of potential consensus about disciplinarity within the constraints of context and therefore the apparent identity of (sub- (sub-))cultures inside the context. (8) Following these observations, the overall theoretical and methodological construct is tested against exemplary cases. To conclude, a practice for implementing these considerations is suggested. It includes the use of text fragments as units for textographic philosophical terminography and an understanding of computational information management practices appropriate to its principles.

I examine the role played by metaphor, in supporting and conditioning our thinking about theoretical models of learning in science education. Some examples are given, of cases where the use of inappropriate metaphors can actually counteract a proper understanding of the topic being learnt. With special reference to von Glasersfeld’s theory of radical constructivism, it is argued that much of the controversy appearing in the academic discussion of this theory stems from the injudicious use of metaphors of “truth” and “reality”, concepts that are in a sense inherited from the domain of Law. These metaphors are often taken too literally, as representing “obvious” and hence indisputable constraints on scientific investigation; and they then strongly favour the adoption of an epistemology of scientific realism, which is at variance with the theory of knowledge that is proposed by radical constructivism. However, it is argued that this realist epistemology is not compelling, since it rests on a somewhat contentious metaphoric base, and that a radical-constructivist epistemology offers a better strategy for the purposes of science education.

Excerpt: In a recent issue of this journal, Lawson et al. (1991) provide experimental evidence that knowledge is the result of intraindividual construction rather than being given in objects or subject as such. In spite of this claim, the Lawson et al. construction is at variance with the ontological, epistemological, and methodological choices of many constructivists in epistemol-ogy, evaluation, or the sociology of knowledge (Guba & Lincoln, 1989; Knorr-Cetina, 1981; von Glasersfeld, 1987). Thus, the knowledge constructed by Lawson et al. seems to have little bearing on what we classroom teachers do on a daily basis. In the following paragraphs I will reflect on the ontology, epistemology, and methodology apparent in the Lawson et al. study and end by setting this type of research in relation to classroom practice. Ultimately, these comments are meant as a contribution to the discourse within our scientific community, a discourse that “is viewed as the most important mechanism for testing knowledge claims” (Prawat, 1991, p. 742).

Excerpt: Our main hypothesis is that feeling arises in the conflictive dynamics of resistance that our brain and body proper produce when they confront the highly inertial variance that they continuously and inevitably undergo. This variance is the result of delayed auto-perturbations of the brain–body system, divergent motivational tendencies, and attentional shifts. It is not only related to random fluctuations of the system, but also to controlled functional processes, capable of affecting the system as a whole through its functional connectivity. We see the process of resistance to variance, and in particular its central attention-related profile, as delineating the dynamic locus of an internal state of tension through which subjective experience emerges. Such a dynamical structure is intrinsically related to the system’s need to engage in intentional behaviors, attend, preserve coherence, and respect the hierarchy of the various influences that affect its internal dynamics and organization. We see this general dynamics and its subjective counterpart in the framework of a monitoring and control function that lies at the core of the functionality we call consciousness.