Construction and Transference of Meaning Through Form

There seem to be as many definitions of constructivism as there are minds to construct them. At least this is how it felt after reading the chapters by Duit (chap. 14), Saxe (chap. 15), and Spivey (chap. 16). Or perhaps there are as many questionings of constructivist ideas as practices in the field of education. For example, a teacher experiences a different set of constraints than a researcher or a designer, and these constraints in turn shape theories of learning in different ways.