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Education (Constructivist Encyclopedia)


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Related publications (188)

Abrahamson D. & Trninic D. (2015) Bringing forth mathematical concepts: Signifying sensorimotor enactment in fields of promoted action. ZDM Mathematics Education 47(2): 295–306. https://cepa.info/6129

Abrahamson D. (2021) Grasp actually: An evolutionist argument for enactivist mathematics education. Human Development 65(2): 77–93. https://cepa.info/7084

Agostini E. & Francesconi D. (2021) Introduction to the special issue “embodied cognition and education”. Phenomenology and the Cognitive Sciences 20: 417–422. https://cepa.info/8144

Aguayo C. (2023) Autopoiesis and 4E+ Cognition in the Design of Digital Learning Affordances. Constructivist Foundations 18(2): 325–337. https://constructivist.info/18/2.325

Alsup J. (1993) Teaching probability to prospective elementary teachers using a constructivist model of instruction. In: Proceedings of the Third International Seminar on Misconceptions and Educational Strategies in Science and Mathematics. Cornell University, Ithaca, 1–4 August 1993Misconceptions Trust, Ithaca NY: **MISSING PAGES**. https://cepa.info/7242

Aviram A. (2000) Beyond constructivism: Autonomy-oriented education. Studies in Philosophy and Education 19(5/6): 465–489. https://cepa.info/6702

Azizinezhad M. & Hashemi M. (2011) Technology as a medium for applying constructivist teaching methods and inspiring kids. Procedia – Social and Behavioral Sciences 28: 862–866. https://cepa.info/5872

Baily D. H. (1996) Constructivism and multimedia: Theory and application; Innovation and transformation. International Journal of Instructional Media 23(2): 161–166. https://cepa.info/5908

Baron P. & Herr C. M. (2019) Cybernetically informed pedagogy in two tertiary educational contexts: China and South Africa. Kybernetes 48(4): 727–739. https://cepa.info/8297

Baron P. (2016) A Cybernetic Approach to Contextual Teaching and Learning. Constructivist Foundations 12(1): 91–100. https://constructivist.info/12/1.91

Becerra G. (2016) Los usos del constructivismo en las publicaciones científicas de Latinoamérica [Uses of constructivism among Latin-American scientific publications]. Mad 35: 38–59. https://cepa.info/4529

Bednarz N. & Proulx J. (2011) Ernst von Glasersfeld’s Contribution and Legacy to a Didactique des Mathématiques Research Community. Constructivist Foundations 6(2): 239–247. https://constructivist.info/6/2.239

Ben-Ari M. (2001) Constructivism in computer science education. Journal of Computers in Mathematics and Science Teaching 20(1): 45–73. https://cepa.info/3080

Berland M., Baker R. S. & Blikstein P. (2014) Educational data mining and learning analytics: Applications to constructionist research. Technology. Knowledge and Learning 19(1–2): 205–220. https://cepa.info/6076

Borar P., Karnam D., Agrawal H. & Chandrasekharan S. (2017) Augmenting the textbook for enaction: Designing media for participatory learning in classrooms. In: Bernhaupt R., Dalvi G., Joshi A. K. B. D., O’Neill J. & Winckler M. (eds.) Human-Computer Interaction – INTERACT 2017. Lecture Notes in Computer Science 10516Springer, Cham: 336–339. https://cepa.info/7608

Boytchev P. (2015) Constructionism and Deconstructionism. Constructivist Foundations 10(3): 355–363. https://constructivist.info/10/3.355

Brown L. & Coles A. (2012) Developing “deliberate analysis” for learning mathematics and for mathematics teacher education: How the enactive approach to cognition frames reflection. Educational Studies in Mathematics 80: 217–231. https://cepa.info/6846

Bunnell P. (2017) Reflections on learning as designing. Kybernetes 46(9): 1486–1498. https://cepa.info/6792

Cardellini L. & Glasersfeld E. von (2006) The foundations of radical constructivism: An interview with Ernst von Glasersfeld. Foundations of Chemistry 8: 177–187. https://cepa.info/1558

Chang B. (2018) Patterns of knowledge construction. Adult Education Quarterly 2: 108–136. https://cepa.info/6498

Cherubini M., Gash H. & McCloughlin T. (2008) The DigitalSeed: An interactive toy for investigating plants. Journal of Biological Education 42(3): 123–129. https://cepa.info/2193

Cheung K. C. (1993) On meaningful measurement: Issues of reliability and validity from a humanistic constructivist information-processing perspective. In: Proceedings of the Third International Seminar on Misconceptions and Educational Strategies in Science and Mathematics. Cornell University, Ithaca, 1–4 August 1993Misconceptions Trust, Ithaca NY. https://cepa.info/7243

Chrzanowski K. L., Zárate K. V., Salazar C. R. & Ortiz M. E. A. (2010) The effects of the second-order observation on the mediation practices in multidisciplinary contexts at the undergraduate level: The case of three accompanied devices. In: L. G. C. D. M. B. & I. C. T. (eds.) EDULEARN10 Proceedings CD: Second International Conference on Education and New Learning Technologies, 5–7 July 2010, Barcelona, Spain. International Association of TechnologyEducation and Development (IATED), Valencia: 1868–1876. https://cepa.info/6841

Cifarelli V. V. & Sevim V. (2014) Examining the Role of Re-Presentation in Mathematical Problem Solving: An Application of Ernst von Glasersfeld’s Conceptual Analysis. Constructivist Foundations 9(3): 360–369. https://constructivist.info/9/3.360

Ciot M. G. (2009) A constructivist approach to educational action’s structure. Bulletin of University of Agricultural Sciences and Veterinary Medicine Cluj-Napoca. Horticulture 66(2): 621–626. https://cepa.info/7815

Cleaver D. & Ballantyne J. (2013) Teachers’ views of constructivist theory: A qualitative study illuminating relationships between epistemological understanding and music teaching practice. International Journal of Music Education. 32: 228–241. https://cepa.info/7266

Cobb P. (2011) Implications of Ernst von Glasersfeld’s Constructivism for Supporting the Improvement of Teaching on a Large Scale. Constructivist Foundations 6(2): 157–161. https://constructivist.info/6/2.157

Cobb P., Perlwitz M. & Underwood D. (1996) Constructivism and activity theory: A consideration of their similarities and differences as they relate to mathematics education. In: Mansfield H., Patemen N. & Bednarz N. (eds.) Mathematics for tomorrow’s young children: International perspectives on curriculumKluwer, Dordrecht: 10–56. https://cepa.info/6868

Cobb T. (2006) Constructivism. In: Brown K. (ed.) Encyclopedia of language and linguistics. Second editionElsevier, Amsterdam: 85–87. https://cepa.info/4679

Coll C. (1996) Constructivismo y educación escolar: Ni hablamos siempre de lo mismo ni lo hacemos siempre desde la misma perspectiva epistemológica. [Constructivism and education: We neither speak about the same thing. nor do we it in the same way] Anuario de Psicología 69: 153–178. https://cepa.info/4634

Confrey J. (2011) The Transformational Epistemology of Radical Constructivism: A Tribute to Ernst von Glasersfeld. Constructivist Foundations 6(2): 177–182. https://constructivist.info/6/2.177

Dagienė V., Futschek G. & Stupurienė G. (2019) Creativity in Solving Short Tasks for Learning Computational Thinking. Constructivist Foundations 14(3): 382–396. https://constructivist.info/14/3.382

Dick W. (1992) An instructional designer’s view of constructivism. In: Duffy T. M. & Jonassen D. H. (eds.) Constructivism and the technology of instruction: A conversationLawrence Erlbaum Associates, Hillsdale NJ: 91–98. https://cepa.info/5209

Duijzer C., van den Heuvel-Panhuizen M. H. A. M., Veldhuis M., Doorman M. & Leseman P. (2019) Embodied learning environments for graphing motion: A systematic literature review. Educational Psychology Review 31: 597–629. https://cepa.info/7985

Duit R. (1996) The constructivist view in science education – what it has to offer and what should not be expected from it. Investigações em Ensino de Ciências 1(1): 40–75. https://cepa.info/3084

Dykstra Jr. D. (2005) Against Realist Instruction. Constructivist Foundations 1(1): 49–60. https://constructivist.info/1/1.49

Dykstra Jr. D. (2010) Radical Constructivism Has an Answer – But This Answer Is not an Easy One. Constructivist Foundations 6(1): 22–30. https://constructivist.info/6/1.22

Dávila X. Y. & Maturana H. R. (2009) Hacia una era post posmoderna en las comunidades educativas. Revista Iberoamericana de Educación 49: 135–161. https://cepa.info/723

Forster P. (1999) Applying constructivist theory to practice in a technology-based learning environment. Mathematics Education Research Journal 11(2): 81–93. https://cepa.info/5405

García de la Cerda O. (2009) Human re-engineering for action: An enactive educational management program. Kybernetes 38(7/8): 1332–1343. https://cepa.info/6793

Gash H. & Chocholouskova Z. (2013) A model for promoting constructivist education. In: Lasker G. E., Hiwaki K. & Aydin A. (eds.) Life-long integral education for a viable human futureInternational Institute for Advanced Studies, Tecumseh Ontario: 39–43. https://cepa.info/2185

Gash H. & Coffey D. (1995) Influences on attitudes towards children with mental handicap. European Journal of Special Needs Education 10: 1–16. https://cepa.info/2178

Gash H. & Gash V. (1999) Constructivism and the ethics of mutual respect. In: Lasker G. E. & Hiwaki K. (eds.) Culture of peace: Survival strategy and action programme for the third millenniumInternational Institute for Advanced Studies, Tecumseh Ontario: 51–58. https://cepa.info/2704

Gash H. (2009) What You Always Wanted to Know About Constructivist Education... Review of “Constructivist Instruction: Success or Failure?” edited by Sigmund Tobias & Thomas M. Duffy. Constructivist Foundations 5(1): 64–65. https://constructivist.info/5/1.64

Gash H. (2011) Remembering Ernst von Glasersfeld. Constructivist Foundations 6(2): 168–171. https://constructivist.info/6/2.168

Gash H. (2014) Constructing Constructivism. Constructivist Foundations 9(3): 302–310. https://constructivist.info/9/3.302

Gash H. (2022) Humberto Maturana: Using his biological system in the social domain. Cybernetics and Human Knowing 29(1–2): 77–86. https://cepa.info/7918

Gash H., Guardia Gonzales S., Pires M. & Rault C. (2000) Attitudes towards Down Syndrome: A national comparative study: France, Ireland, Portugal, and Spain. Irish Journal of Psychology 21: 203–214. https://cepa.info/2189

Gash H., Romeu N. I. & Pina J. A. L. (2004) Spanish and Irish images of special needs: Perceptions of inclusion. In: Walsh P. N. & Gash H. (eds.) Lives and Times: Practice Policy and People with disabilityWordwell, Dublin: 180–223. https://cepa.info/2911

Glasersfeld E. von & Steffe L. P. (1986) Composite units and the operations that constitute them. In: Burton L. (ed.) Proceedings of the 10th International Meeting on Psychology in Mathematics EducationUniversity of London Institute of Education, London: 212–216. https://cepa.info/1390

Glasersfeld E. von & Steffe L. P. (1991) Conceptual models in educational research and practice. Journal of Educational Thought 25(2): 91–103. https://cepa.info/1419

Glasersfeld E. von (1983) Learning as a constructive activity. In: Bergeron J. C. & Herscovics N. (eds.) Proceedings of the 5th Annual Meeting of the North American Group of Psychology in Mathematics Education, Vol. 1PME-NA, Montreal: 41–101. https://cepa.info/1373

Glasersfeld E. von (1985) Representation and deduction. In: Streefland L. (ed.) Proceedings of the 9th International Conference on Psychology of Mathematics Education, Vol. 1Utrecht, The Netherlands: State University. https://cepa.info/1381

Glasersfeld E. von (1986) The power of abused terms, Teaching, Thinking. Problem Solving 8(3): 7. https://cepa.info/1388

Glasersfeld E. von (1986) Why can’t Johnny add? (Book review). Journal for Research in Mathematics Education 17(2): 151. https://cepa.info/1387

Glasersfeld E. von (1987) Preliminaries to any theory of representation. In: Janvier C. (ed.) Problems of representation in the teaching and learning of mathematicsErlbaum, Hillsdale NJ: 215–225. https://cepa.info/1395

Glasersfeld E. von (1989) Children’s mathematical thinking (Book review). Zentralblatt für Didaktik der Mathematik 21(3): 104. https://cepa.info/1410

Glasersfeld E. von (1989) Cognition, construction of knowledge, and teaching. Synthese 80(1): 121–140. https://cepa.info/1408

Glasersfeld E. von (1989) Commentaire subjectif par un observateur. In: Bednarz N. & Garnier C. (eds.) Construction des savoirsARC, Montreal: 367–371. https://cepa.info/1406

Glasersfeld E. von (1989) Constructivism in Education. In: Husen T. & Postlethwaite T. N. (eds.) International encyclopedia of education. Supplement Volume 1Pergamon Press, Oxford: 162–163. https://cepa.info/1404

Glasersfeld E. von (1989) Préface. In: Larochelle M. & Désautels J. (eds.) Qu’est ce que le savoir scientifique?Presses de l’Université Laval, Québec: VII–IX. https://cepa.info/1411

Glasersfeld E. von (1990) An exposition of constructivism: Why some like it radical. In: Davis R. B., Maher C. A. & Noddings N. (eds.) Constructivist views on the teaching and learning of mathematicsNational Council of Teachers of Mathematics, Reston VA: 19–29. https://cepa.info/1415

Glasersfeld E. von (1991) A constructivist’s view of learning and teaching. In: Duit R., Goldberg F. & Niedderer H. (eds.) Research in physics learning: Theoretical issues and empirical studies – Proceedings of an international workshopIPN, Kiel: 29–39. https://cepa.info/1423

Glasersfeld E. von (1991) Introduction. In: Glasersfeld E. von (ed.) Radical constructivism in mathematics educationKluwer, Dordrecht: xiii–xx. https://cepa.info/1425

Glasersfeld E. von (1991) Radical constructivism in mathematics education. Kluwer, Dordrecht. https://cepa.info/1424

Glasersfeld E. von (1992) Apprendimento e insegnamento dal punto di vista del costruttivismo. L’Educazione Matematica III 2(1): 27–39. https://cepa.info/1429

Glasersfeld E. von (1992) Guest editorial. Educational Studies in Mathematics 23: 443–444. https://cepa.info/1435

Glasersfeld E. von (1992) Notes constructivistes sur l’éducation. Centre interdisciplinaire de recherche sur l’apprentissage et le développement en éducation, Université du Québec à Montréal, Montréal (Canada). https://cepa.info/1432

Glasersfeld E. von (1992) Talking, teaching, and meaning. In: Kamm D. (ed.) Aufbruch in neue LernweltenExpedition 92, Munich: 64–67. https://cepa.info/1434

Glasersfeld E. von (1993) Letter to the Editor: Michael Matthews and epistemological problems. Journal of Science Education and Technology 2(4): 511–512. https://cepa.info/1449

Glasersfeld E. von (1993) Suggerimenti costruttivisti per i processi formativi – La costruzione della conoscenza e il rapporto con l’altro. In: Paolo Perticari (ed.) Della conversazioneGuaraldi, Rimini (Italy): 19–35. https://cepa.info/1450

Glasersfeld E. von (1994) Cosa si prova quando s’impara?. In: Perticari P. & Sclavi M. (eds.) Il senso dell’imparareAnabasi, Milan: 17–25. https://cepa.info/1459

Glasersfeld E. von (1994) Die Struktur des individuellen Wissens. In: Felixberger P. (ed.) Aufbruch in neue LernweltenPassagen, Vienna: 33–39. https://cepa.info/1452

Glasersfeld E. von (1994) Pourquoi le constructivisme doit-il être redical?. Revue des Sciences de l’Éducation 20(1): 21–27. https://cepa.info/1453

Glasersfeld E. von (1995) A constructivist approach to teaching. In: Steffe L. P. & Gale J. (eds.) Constructivism in educationErlbaum, Hillsdale: 3–15. https://cepa.info/1460

Glasersfeld E. von (1995) Aspekte einer konstruktivistischen Didaktik [Aspects of constructivist didactics]. In: Lehren und Lernen als konstruktive TätigkeitRegional Institute for school and secondary education, Soest: 7–14. https://cepa.info/1467

Glasersfeld E. von (1995) Conceptions et connaissances (Review of book by Giordan, Girault & Clément). Didaskalia 6: 180–181. https://cepa.info/1469

Glasersfeld E. von (1995) Introduction: Aspects of constructivism. In: Fosnot C. T. (ed.) Constructivism: Theory perspectives, and practiceColumbia University, Teacher College Press: 3–7. https://cepa.info/1468

Glasersfeld E. von (1995) Learning Mathematics: Constructivist and interactionist theories of mathematical development (Book Review). Zentralblatt für Didaktik der Mathematik 27(4): 120–123. https://cepa.info/1465

Glasersfeld E. von (1995) Sensory experience, abstraction, and teaching. In: Steffe L. P. & Gale J. (eds.) Constructivism in educationErlbaum, Hillsdale: 369–383. https://cepa.info/1461

Glasersfeld E. von (1996) Aspects of radical constructivism and its educational recommendations. In: Steffe L. P., Nesher P., Cobb P., Goldin G. A. & Greer B. (eds.) Theories of mathematical learningLawrence Erlbaum, Hillsdale: 307–314. https://cepa.info/1473

Glasersfeld E. von (1996) Footnotes to “Many faces of constructivism”. Educational Researcher 25(6): 19. https://cepa.info/1472

Glasersfeld E. von (1996) Le constructivisme radical et quelques-unes de ses recommen-dations en matière d’éducation. Télémaque 6: 37–44. https://cepa.info/1482

Glasersfeld E. von (1998) Konstruktivismus statt Erkenntnistheorie [Constructivism instead of theory of knowledge]. In: Hug T. (ed.) Technologiekritik und MedienpädagogikSchneider Verlag, Hohengehren: 9–21. https://cepa.info/1495

Glasersfeld E. von (1998) Zuerst muß man das Lernen lernen [First one must learn to learn]. In: Voß R. (ed.) SchulVisionen – Theorie und Praxis systemisch-konstruktivistischer PädagogikCarl Auer, Heidelberg: 33–43. https://cepa.info/1502

Glasersfeld E. von (1999) Konstruktivismus und Unterricht [Constructivism and instruction]. Zeitschrift für Erziehungswissenschaft 2(4): 499–506. https://cepa.info/1515

Glasersfeld E. von (1999) Konstruktivistische Anregungen für Lehrer: Was in Bezug auf Sprache zu bedenken wäre [Constructivist suggestions for teachers: What should be considered in regard to language]. In: Renk E. (ed.) Lernen und Leben aus der Welt im Kopf, Konstruktivismus in der Schule [Learning and living from the world in one’s head, Constructivism in school]Luchterhand, Neuwied: 5–18. https://cepa.info/1516

Glasersfeld E. von (2001) Constructivisme radical et enseignement. Revue Canadienne de l’enseignement des sciences, des mathématiques et des technologies 1(2): 211–222. https://cepa.info/1531

Glasersfeld E. von (2001) Was heißt “Lernen” aus konstruktivistischer Sicht?. In: Schmidt S. J. (ed.) Lernen im Zeitalter des Internets [Learning in the age of the Internet]Pädagogisches Institut, Bolzano: 33–44. https://cepa.info/1533

Glasersfeld E. von (2002) Interview by Reinhard Voss. In: Voss R. (ed.) Unterricht aus konstruktivistischer Sicht [Instruction from a constructivist perspective]Hermann Luchterhand, Kriftel: 26–32. https://cepa.info/1540

Glasersfeld E. von (2002) Was heisst Lernen aus konstruktivistischer Sicht?. In: Voss R. (ed.) Unterricht aus konstruktivistischer Sicht [Instruction from a constructivist perspective]Hermann Luchterhand, Kriftel: 214–223. https://cepa.info/1541

Glasersfeld E. von (2003) A Source Book for Teachers and Teacher Education. Review of D. Lesh, Beyond Constructivism. Zentralblatt für Didaktik der Mathematik 35(6): 325–329. https://cepa.info/1548

González F. (2011) Living in Parenthesis. A Layman’s Experiences of Knowing Maturana. Constructivist Foundations 6(3): 388–392. https://constructivist.info/6/3.388

Gunstone R. F. & Northfield J. R. (1988) Inservice education: Some constructivist perspectives and examples. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA, 5–9 April 1988. https://cepa.info/6686

Hannafin M. J., Hannafin K. M., Land S. M. & Oliver K. (1997) Grounded practice and the design of constructivist learning environments. Educational Technology Research and Development 45(3): 101–117. https://cepa.info/5214

Hendry G. D. (1996) Constructivism and educational practice. Australian Journal of Education 40(1): 19–45. https://cepa.info/6639

Herr C. M. (2019) Constructing cybernetic thinking, Design, and education. In: Fischer T. & Herr C. M. (eds.) Design cybernetics: Navigating the newSpringer, Cham: 153–170. https://cepa.info/6408

Hjorth A. & Wilensky U. (2014) Redesigning your city: A constructionist environment for urban planning education. Informatics in Education 13(2): 197–208. https://cepa.info/3664

Hjorth A. & Wilensky U. (2019) Studying Conceptual Change in Classrooms: Using Association Rule Mining to Detect Changes in Students’ Explanations of the Effects of Urban Planning and Social Policy. Constructivist Foundations 14(3): 272–283. https://constructivist.info/14/3.272

Hug T. (2008) Education towards Truth. Reflecting on a Sentence of Josef Mitterer. Constructivist Foundations 3(3): 249–253. https://constructivist.info/3/3.249

Hug T. (2023) Education and 4E Cognition: Some Challenges at the Crossroads of Learning and Bildung. Constructivist Foundations 18(2): 158–168. https://constructivist.info/18/2.158

Hyde B. (2020) Constructivist and constructionist epistemologies in a globalised world: Clarifying the constructs. In: Zajda J. (ed.) Globalisation, ideology and education reforms. Globalisation, Comparative Education and Policy Research, vol 20Springer, Dordrecht: 125–138. https://cepa.info/7274

Jayasinghe K. (2021) Constructing constructivism in management accounting education: Reflections from a teaching cycle with innovative learning elements. Qualitative Research in Accounting & Management 18(2): 282–309. https://cepa.info/7648

Jonassen D. H. (1991) Objectivism versus constructivism: Do we need a new philosophical paradigm?. Journal of Educational Research 39(3): 5–14. https://cepa.info/5215

Kantar L. (2014) Incorporation of constructivist assumptions into problem-based instruction: A literature review. Nurse Education in Practice 14(3): 233–241. https://cepa.info/5845

Kay R. (2002) Autopoiesis and systems education: Implications for practice. International Journal of General Systems 31(5): 515–530. https://cepa.info/3840

Kingsley P. (2011) The Socratic dialogue in asynchronous online discussions: Is constructivism redundant?. Campus-Wide Information Systems 28(5): 320–330. https://cepa.info/2727

Kotzee B. (2010) Seven posers in the constructivist classroom. London Review of Education 8(2): 177–187. https://cepa.info/8242

Krahenbuhl K. S. (2016) Student-centered education and constructivism: Challenges, concerns, and clarity for teachers. The Clearing House: A Journal of Educational Strategies. Issues and Ideas 89(3): 97–105. https://cepa.info/7488

Kravchenko A. V. (2021) Information technologies, literacy, and cognitive development: An ecolinguistic view. Language Sciences 84(101368). https://cepa.info/7366

Kruse S. & Wistoft K. (2008) Complexity of Values Clarification in Health Education: A Systems Theoretical Contribution. Cybernetics & Human Knowing 15(1): 29–44. https://cepa.info/3332

Larochelle M. & Désautels J. (2009) Constructivism and the “Great Divides”. Constructivist Foundations 4(2): 91–99. https://constructivist.info/4/2.91

Larochelle M. & Désautels J. (2011) The Science Wars Go Local: The Reception of Radical Constructivism in Quebec. Constructivist Foundations 6(2): 248–253. https://constructivist.info/6/2.248

Lebow D. (1993) Constructivist values for instructional systems design: Five principles toward a new mindset. Educational Technology, Research. and Development 41(3): 4–16. https://cepa.info/5807

Lebow D. (1993) Constructivist values for systems design: Five principles toward a new mindset. Educational Technology Research and Development 41(3): 4–16. https://cepa.info/4656

Lewicki D. (1993) The effects of a constructivist method of instruction in general chemistry laboratory on college students’ achievement and conceptual change. In: Proceedings of the Third International Seminar on Misconceptions and Educational Strategies in Science and Mathematics. Cornell University, Ithaca, 1–4 August 1993Misconceptions Trust, Ithaca NY: **MISSING PAGES**. https://cepa.info/7245

Leś T. & Moroz J. (2021) More critical thinking in critical thinking concepts (?) A constructivist point of view. Journal for Critical Education Policy Studies 19(1): 98–124. https://cepa.info/7903

Lochhead J. & Glasersfeld E. von (1996) Pourquoi des étudiant(e)s doué(e)s se détournent-ils des sciences?. In: Giordan A., Martinand J.-L. & Raichvarg D. (eds.) Actes des XVIIIes Journées Internationales sur la communication, l’éducation et la culture scientifiques et industriellesCentre Jean Franco, Chamonix France: 41–46. https://cepa.info/1478

Marcum-Dietrich N. I. (2007) Using constructivist theories to educate the “outsiders. Journal of Latinos and Education 7(1): 79–87. https://cepa.info/7213

Martins I. P. & Cachapuz A. (1993) Making the invisible visible: A constructivist approach to the experimental teaching of energy changes in chemical systems. In: Proceedings of the Third International Seminar on Misconceptions and Educational Strategies in Science and Mathematics. Cornell University, Ithaca, 1–4 August 1993Misconceptions Trust, Ithaca NY: **MISSING PAGES**. https://cepa.info/7246

Moroz J. (2015) Knowledge and reality as educational tools of violence. Power and Education 7(1): 113–119. https://cepa.info/6314

Moroz J. (2018) A few remarks about the theoretization of basic didactic categories in a constructivist educational model. Culture – Society – Education 14(2): 63–71. https://cepa.info/7905

Niaz M. (2008) Whither constructivism? A chemistry teachers’ perspective. Teaching and Teacher Education 24(2): 400–416. https://cepa.info/4015

Niessen T., Abma T., Widdershoven G., van der Vleuten C. & Akkerman S. (2008) Contemporary epistemological research in education: Reconciliation and reconceptualization of the field. Theory & Psychology 18(1): 27–45. https://cepa.info/6118

Nix R. K., Fraser B. J. & Ledbetter C. E. (2005) Evaluating an integrated science learning environment using the constructivist learning environment survey. Learning Environments Research 8(2): 109–133. https://cepa.info/7145

Nixon G. M. (2013) Scientism, Philosophy and Brain-Based Learning. Northwest Journal of Teacher Education 11(1): 113–144. https://cepa.info/6984

Orland-Barak L. (2006) Cracks in the iceberg: Surfacing the tensions of constructivist pedagogy in the context of mentoring. Teachers and Teaching: Theory and Practice 11: 293–313. https://cepa.info/5752

Osborne J. (1993) Beyond constructivism. In: Proceedings of the Third International Seminar on Misconceptions and Educational Strategies in Science and Mathematics. Cornell University, Ithaca, 1–4 August 1993Misconceptions Trust, Ithaca NY: **MISSING PAGES**. https://cepa.info/7248

Ostrom C. S., Martin W. J. & Zacharakis J. (2008) Autopoiesis and the cosmology of postmodern adult education. Adult Education Quarterly 58(4): 299–317. https://cepa.info/6264

Pande M. & Bharathi S. V. (2020) Theoretical foundations of design thinking: A constructivism learning approach to design thinking. Thinking Skills and Creativity 36: 100637. https://cepa.info/7576

Pangaro P. (2001) THOUGHTSTICKER 1986: A personal history of conversation theory in software, and its progenitor, Gordon Pask. Kybernetes 30(5/6): 790–807. https://cepa.info/4809

Papademetri-Kachrimani C. (2015) Learning about Learning with Teachers and (from) Young Children. Constructivist Foundations 10(3): 370–381. https://constructivist.info/10/3.370

Pasztor A. (2007) Radical Constructivism has been Viable. On the Democratization of Math Education. Constructivist Foundations 2(2-3): 98–106. https://constructivist.info/2/2-3.98

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