Education

This encyclopedia entry is in preparation.

Related publications (162)

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, online first. https://cepa.info/7084

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. (2016) A Cybernetic Approach to Contextual Teaching and Learning. Constructivist Foundations 12(1): 91–100. https://cepa.info/3819

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://cepa.info/206

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

Boytchev P. (2015) Constructionism and Deconstructionism. Constructivist Foundations 10(3): 355–363. https://cepa.info/2151

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: **MISSING PAGES**. 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://cepa.info/1093

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://cepa.info/190

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://cepa.info/196

Dagienė V., Futschek G. & Stupurienė G. (2019) Creativity in Solving Short Tasks for Learning Computational Thinking. Constructivist Foundations 14(3): 382–396. https://cepa.info/6060

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

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://cepa.info/6

Dykstra Jr. D. (2010) Radical Constructivism Has an Answer – But This Answer Is not an Easy One. Constructivist Foundations 6(1): 22–30. https://cepa.info/169

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

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://cepa.info/144

Gash H. (2011) Remembering Ernst von Glasersfeld. Constructivist Foundations 6(2): 168–171. https://cepa.info/194

Gash H. (2014) Constructing Constructivism. Constructivist Foundations 9(3): 302–310. https://cepa.info/1077

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 (Response to Matthews). Journal of Science Education and Technology 2(4): 511. 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 (1996) Réponse à S. Johsua (Response to S. Johsua). Didaskalia 8: 195. https://cepa.info/1477

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://cepa.info/224

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://cepa.info/6034

Hug T. (2008) Education towards Truth. Reflecting on a Sentence of Josef Mitterer. Constructivist Foundations 3(3): 249–253. https://cepa.info/105

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

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

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://cepa.info/129

Larochelle M. & Désautels J. (2011) The Science Wars Go Local: The Reception of Radical Constructivism in Quebec. Constructivist Foundations 6(2): 248–253. https://cepa.info/207

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

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

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

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://cepa.info/2156

Pasztor A. (2007) Radical Constructivism has been Viable. On the Democratization of Math Education. Constructivist Foundations 2(2-3): 98–106. https://cepa.info/36

Perkins D. (1991) Technology meets constructivism: Do they make a marriage?. Educational Technology 31(5): 18–23. https://cepa.info/5220

Perkins D. N. (1991) What constructivism demands of the learner. Educational Technology 31(9): 19–21. https://cepa.info/5224

Porcaro D. (2011) Applying constructivism in instructivist learning cultures. Multicultural Education & Technology Journal 5(1): 39–54. https://cepa.info/5192

Quale A. (2007) Radical constructivism, and the sin of relativism. Science & Education 16: 231–266. https://cepa.info/2780

Quale A. (2007) The Epistemic Relativism of Radical Constructivism: Some Implications for Teaching the Natural Sciences. Constructivist Foundations 2(2-3): 107–113. https://cepa.info/37

Reid D. A. & Mgombelo J. (2015) Survey of key concepts in enactivist theory and methodology. ZDM Mathematics Education 47(2): 171–183. https://cepa.info/5721

Reid D. A. (2014) The coherence of enactivism and mathematics education research: A case study. Avant 5(2): 137–172. https://cepa.info/7105

Richards J., Steffe L. P. & Glasersfeld E. von (1983) Perspectives and summary. In: Steffe L. P., Glasersfeld E. von, Richards J. & Cobb P. (eds.) Children’s counting types: Philosophy, theory, and applicationPraeger, New York: 112–123. https://cepa.info/1371

Riegler A. & Gash H. (2011) Legacy of a Great Thinker. Editorial for the Commemorative Issue for Ernst von Glasersfeld. Constructivist Foundations 6(2): 135–137. https://cepa.info/184

Riegler A. & Steffe L. P. (2014) “What Is the Teacher Trying to Teach Students if They Are All Busy Constructing Their Own Private Worlds?”: Introduction to the Special Issue. Constructivist Foundations 9(3): 297–301. https://cepa.info/1076

Rodrigues D. B. (2015) As compreensões do construtivismo de Ernst Von Glasersfeld e John Fossa: Intermediando um diálogo em busca de novas significações. PhD Thesis, Centro de Educação, Universidade Federal do Rio Grande do Norte, Natal, Brasil. https://cepa.info/5962

Russell T. & Osborne J. (1993) Constructivist research, curriculum development and practice in primary classrooms: Reflections on five years of activity in the science processes and concept exploration (SPACE) project. 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/7249

Schultz K. (1993) Paradoxes of “constructivist teaching” and their implications for teacher education. 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/7250

Schwegler H. (2001) Physics develops unaffected by constructivism. Special Issue “The Impact of Radical Constructivism on Science” edited by Alexander Riegler. Foundations of Science 6(1–3): 241–253. https://cepa.info/3633

Scott B. (2011) Reflections on unity, forms of knowledge and the form of knowing. In: B. Scott, (ed.) Explorations in Second Order Cybernetics: Reflections on Cybernetics, Psychology and Education. Vienna, echoraum. https://cepa.info/1815

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