This chapter discusses a formal model of human and machine learning called participatory learning. This model allows the representation of machine learning in a constructivist framework. In this model, the learner’s previous beliefs play an important role in the assimilation of further information. A central aspect of the theory is the degree of compatibility between observations and belief. In a constructivist theory, learning is a bootstrap process. The name participatory learning highlights the fact that the learner’s current knowledge of the subject participates intimately in the learning process. Central to participatory learning is the idea that an exogenous observation has the greatest impact on learning when the observation is largely compatible with the present belief system. In particular, observations in conflict with current core constructs or strongly held beliefs are discounted. The role of arousal or anxiety can be thought of as salient and/or massed negative feedback.

The paper describes results of a teaching experiment with five high school (Year 10 and 11) students. Four qualitative characteristics were established: the first step of solution, main information extracted from the problem, generalisation from a problem and completion of solution. From these characteristics the corresponding quantitative indices were introduced and analysed. The structure of two of them, specific SFS and common SHP,are given in detail. Investigation of quantitative indices and their qualitative characteristics gives an opportunity to find out more about interrelations between different stages of the problem-solving process.

This article provides an overview of constructivism and its implications for classroom practices. To that end, it first describes the basic features of constructivism along with its major forms or variations. It then elucidates the constructivist view of knowledge, learning, teach- ing, and the relationship among these constructs. More specifically, it explains the assumptions and principles of constructivist pedagogy, bringing to the fore its core characteristics that differ fundamentally from other instructional paradigms. Last, the article presents how con- structivism as a learning theory can guide the process of learning and teaching in real classroom settings.

The impact of constructivism and social constructionism upon vocational psychology has often been through the use of the more generic “constructivism.” In this article constructivism is distinguished by its focus on how the individual cognitively engages in the construction of knowledge from social construction which claims that knowledge and meaning are historically and culturally constructed through social processes and action. The considerable ambiguity in the use of these terms is also discussed. Their contributions, challenges, and opportunities to the career field’s dominant discourses are examined: the dispositions discourse, the contextualizing discourse, the subjectivity and narrative discourse, and the process discourse. Broader challenges and opportunities for the field are also noted. The historical construction of knowledge, concern with language, action, and process problematize traditional understandings of career. They raise opportunities to question fundamental assumptions, focus on context, culture, the person–environment interaction, and practice.

Key words: constructivism, context, discourse, epistemology, historical construction, language, meaning, ontology, practice, social constructionism.

This research aimed to clarify 5 physics teachers’ constructing knowledge base for teaching regarding constructivism. The participants were 5 physics teachers who studying Master degree in science education in Khon Kaen University, Thailand. Three participants applied science, technology, and (STS) approach for developing their teaching regarding constructivism. Other 2 participants applied teaching strategies of Predict Observe Explain (POE). This qualitative research regarded interpretive paradigm for physics teachers’ constructing knowledge base for teaching regarding constructivism during applying STS approach and POE for 2 months of physics teaching. Research instruments include teachers’ lesson plan, observation, teachers’ journal writing, and interviewing. The study explicates such a knowledge base. It is demonstrated what kind of pedagogical content knowledge (PCK) originates from our cooperation with six participating teachers. The pathway of teachers’ constructing PCK will be discussed for provide information of enhancing physics teaching regarding constructivism. This study has implications for science teacher professional development.

Key words: pedagogical content knowledge, constructivism, sts, poe, and professional development.

This article reviews various definitions of constructivism, and discusses various approaches to constructivist pedagogy in schools. Constructivism is only one of the many ways students learn. Students learn from many different ways of teaching. Teachers use constructivist pedagogy to improve learning. However, the constructivist approach to learning and teaching, by itself, as a method of teaching, is unlikely to be effective. Major variables impacting on the quality of the learning process include social, cultural, economic and ideological dimensions. It is argued that the effectiveness of constructivist pedagogy is dependent on the quality of teachers, students’ characteristics and their SES, and school’s location. The article offers pre-service teachers with an insight as to why constructivist pedagogy is essential in supporting other approaches to learning and teaching. Suggestions are made on how to improve constructivist pedagogy, with a range of effective strategies for enhancing learning in the classroom.

Key words: achievement, constructivism, constructivist pedagogy, learning, metacognition.

This article analyses theorising of constructivism, and discusses various approaches to constructivist pedagogy in schools. There is a consensus in recent research that teachers use constructivist pedagogy to improve learning. It is argued that the effectiveness of constructivist pedagogy is dependent on the quality of teachers, students’ characteristics, and their SES, motivational strategies, and school’s location. However, constructivist approach to pedagogy by itself, as a method of learning and teaching, is unlikely to be effective, as there are other factors affecting the learning process. Major variables impacting on the quality of the learning process include cognitive, social and cultural, dimensions. The article offers some insights as to why constructivist pedagogy is essential in supporting other popular approaches to learning and teaching. Suggestions are made on how to improve constructivist pedagogy, with a range of effective strategies for enhancing learning in the classroom.

Key words: achievement, constructivism, constructivist pedagogy, learning, metacognition.

Using the theoretical tools offered through the writings of Pierre Bourdieu, this paper develops a critique of constructivism. Constructivism has assumed a dominance with the field of mathematics education but, as an epistemology, it ignores the social implications of the construction of meaning. It is argued that constructivism is a liberal discourse which valorises the individual construction of meaning. In doing this, the social and political contexts in which mathematical knowledge is located is ignored and the marginalisation of many social and cultural groups is legitimated.

This paper discusses different approaches in cognitive science and artificial intelligence research from the perspective of radical constructivism, addressing especially their relation to the biologically based theories of von Uexküll, Piaget as well as Maturana and Varela. In particular recent work in ‘New AI’ and adaptive robotics on situated and embodied intelligence is examined, and we discuss in detail the role of constructive processes as the basis of situatedness in both robots and living organisms.

Key words: adaptive robotics, artificial intelligence, embodied cognition, radical constructivism, situatedness