The paper will explore the conceptual underpinnings of constructivism as a learning theory in connection with PBL as an approach to teaching. Terms such as “student-centred learning” and teaching methods such as “group-work” are commonly represented as constructivist and presented in juxtaposition with a transmission view of teaching and learning. This paper will investigate the origins of these notions in constructivism, drawing on different learning theorists, and the possibilities for constructivism as a referent to analyse teaching and learning in the PBL context. Firstly, the discussion will centre on constructivism as a theory and how it has influenced teaching approaches commonly adopted in PBL settings. Secondly, constructivism as a practice will be discussed. Finally, the implications of constructivism in the PBL setting will be discussed.

Context: Ernst von Glasersfeld’s radical constructivism has been very influential in education, particularly in mathematics and science education. Problem: There is limited guidance available for educational researchers who wish to design research that is consistent with constructivist thinking. Von Glasersfeld’s radical constructivism, together with the theoretical perspectives outlined by constructivist educational researchers such as Guba and Lincoln, can be considered as a source of guidance. Method: The paper outlines a constructivist knowledge framework that could be adopted for educational research. The discussion considers how judgement of what counts as knowledge could be made, and how the set of procedures chosen could enable the researcher to represent the findings of the inquiry as knowledge. Results: An argument is made for researchers to explicate the criteria for judging an inquiry. Each criterion can then be linked to the standards to be reached and the techniques for generating data. The joint satisfaction of criteria and techniques for a constructivist inquiry creates conditions that indicate the “trustworthiness” or “authenticity” of an educational research study. Implications: The illustration of how a constructivist inquiry could be judged recognises how the contribution of von Glasersfeld’s radical constructivism can be used to inform the practice of educational research. Constructivist content: The argument presented in the paper links to radical constructivism and suggests ways in which it can be applied in the context of educational research.

Key words: Knowledge framework, methodological criteria, trustworthiness, authenticity