ABSTRACT
While constructivism has received tremendous fanfare in the educational community through the 1980s and early 1990s, recent criticisms question its foundation (Millar, 1989; Ormell, 1993; Solomon, 1994). This chapter focuses on typical representations and illustrations of constructivism to ask whether it is, in fact, a warranted perspective on teaching and learning. Constructivism has become a major orienting framework in curriculum reform projects around the world.1 Yet, there remain great contradictions and confusions when, for example, teachers and researchers are heard speaking of ‘the constructivist method of teaching’.2
