ABSTRACT
In this chapter, the authors discuss instruction designed to help students actively construct knowledge and to use that knowledge to think creatively, to solve problems, and to investigate issues, often in collaboration with others. They explain why this theory became popular, including their increasing knowledge that young children are more capable of abstract thinking than understood. The authors discuss several basic constructivist principles. They follow this with a review of social constructivists views of teaching and learning, and explore sociocultural approaches to teaching. Although active teaching and teaching students to construct useable knowledge that are applicable to all subjects taught in schools, they have more applicability in some cases than in others. The authors review how constructivist views are utilized in different subject areas and discuss research within these subject areas. Reform models in science education emphasize problem-based curricula and social constructivist approaches to teaching, and place a strong emphasis on the importance of discourse.
