This encyclopedia entry is in preparation.

Abdoli Sejzi A. & bin Aris B. (2012) Constructivist approach in virtual universities. Procedia – Social and Behavioral Sciences 56: 426–431. https://cepa.info/5865

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

Ackermann E. K. (2010) Constructivism(s): Shared roots, crossed paths, multiple legacies. In: Clayson J. & Kalas I. (eds.) Constructionist approaches to creative learning, thinking and education: Lessons for the 21st century. Proceedings of Constructionism 2010Comenius University, Bratislava: 1–9. https://cepa.info/6082

Akpan J. P. & Beard L. A. (2016) Using constructivist teaching strategies to enhance academic outcomes of students with special needs. Universal Journal of Educational Research 4(2): 392–398. https://cepa.info/4701

Alroe H. F. (2000) Science as systems learning: Some reflections on the cognitive and communicational aspects of science. Cybernetics & Human Knowing 7(4): 57–78. https://cepa.info/3160

Andrew A. M. (2005) Artificial neural nets and BCL. Kybernetes 34(1/2): 33–39. https://cepa.info/5168

Anthony G. (1996) Active learning in a constructivist framework. Educational Studies in Mathematics 31(4): 349–369. https://cepa.info/5221

Aparicio J. J. & Moneo M. R. (2005) Constructivism, the so-called semantic learning theories, and situated cognition versus the psychological learning theories. The Spanish Journal of Psychology 8(2): 180–198. https://cepa.info/7356

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

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://constructivist.info/12/1.91

Bartelt W., Ranjeet T. & Saha A. (2018) Meta-engineering: A methodology to achieve autopoiesis in intelligent systems. In: Samsonovich A. V. (ed.) Biologically inspired cognitive architectures meetingSpringer, Cham: 27–36. https://cepa.info/6570

Begg A. (2013) Interpreting enactivism for learning and teaching. Education Sciences & Society 4(1): 81–96. https://cepa.info/8780

Bell T. & Lodi M. (2019) Constructing Computational Thinking Without Using Computers. Constructivist Foundations 14(3): 342–351. https://constructivist.info/14/3.342

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

Boghossian P. (2006) Behaviorism, constructivism, and Socratic pedagogy. Educational Philosophy and Theory 38: 713–722. https://cepa.info/5748

Boltuc P. (2011) Konstruktywizm w e-edukacji oraz jego krytyka. e-mentor 41(4): 48–54. https://cepa.info/8675

Borg P., Hewitt D. & Jones I. (2016) Negotiating Between Learner and Mathematics: A Conceptual Framework to Analyze Teacher Sensitivity Toward Constructivism in a Mathematics Classroom. Constructivist Foundations 12(1): 59–69. https://constructivist.info/12/1.59

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

Buchinger E. & Scott B. (2010) Comparing Conceptions of Learning: Pask and Luhmann. Constructivist Foundations 5(3): 109–120. https://constructivist.info/5/3.109

Bunnell P. & Riegler A. (2022) A Plurality of Perspectives: Maturana’s Impact on Science and Philosophy. Constructivist Foundations 18(1): 001–004. https://constructivist.info/18/1.001

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

Butler D. & Gash H. (2003) Creative learning and spiritual moments. In: Lasker G. E. (ed.) Advances in sociocybernetics and human development. Volume XI. https://cepa.info/2179

Bächtold M. (2013) What do students “construct” according to constructivism in science education?. Research in Science Education 43(6): 2477–2496. https://cepa.info/4653

Cakir M. (2008) Constructivist approaches to learning in science and their implications for science pedagogy: A literature review. International Journal of Environmental & Science Education 3(4): 193–206. https://cepa.info/3848

Cakir M. (2008) Constructivist approaches to learning in science and their implications for science pedagogy: A literature review. International Journal of Environmental & Science Education Vol. 3. 3, July 2008, 193–206. https://cepa.info/3081

Chahine I. C. (2013) The impact of using multiple modalities on students’ acquisition of fractional knowledge: An international study in embodied mathematics across semiotic cultures. The Journal of Mathematical Behavior 32(3): 434–449. https://cepa.info/8088

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

Chastain E. (2023) Formal autopoiesis: Solutions of the classical and extended functional closure equations. Biosystems 226: 104872. https://cepa.info/8473

Christ O., Sambasivam M., Roos A. & Zahn C. (2021) Learning in immersive virtual reality: How does the 4E cognition approach fit in virtual didactic settings. In: Ahram T. & Taiar R. (eds.) Human interaction, emerging technologies and future systems V (IHIET 2021)Springer, Cham: 790–796. https://cepa.info/8148

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

Cohen L. B., Chaput H. H. & Cashon C. H. (2002) A constructivist model of infant cognition. Cognitive Development 17: 1323–1343. https://cepa.info/5849

Coles A. (2015) On enactivism and language: Towards a methodology for studying talk in mathematics classrooms. ZDM Mathematics Education 47(2): 235–246. https://cepa.info/6131

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

Cooper P. A. (1993) Paradigm shifts in designed instruction: From behaviorism to cognitivism to constructivism. Educational Technology 33: 12–19. https://cepa.info/5222

Cretu A. (2020) Learning the Ashby Box: an experiment in second order cybernetic modeling. Kybernetes 49(8): 2073–2090. https://cepa.info/8063

Dagienė V. & Futschek G. (2019) On the Way to Constructionist Learning of Computational Thinking in Regular School Settings. Constructivist Foundations 14(3): 231–233. https://constructivist.info/14/3.231

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

Daskolia M., Kynigos C. & Makri K. (2015) Learning about Urban Sustainability with Digital Stories: Promoting Collaborative Creativity from a Constructionist Perspective. Constructivist Foundations 10(3): 388–396. https://constructivist.info/10/3.388

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

Diettrich O. (1993) Cognitive and communicative development in reality free representation. Cognitiva 5(2): 219–243. https://cepa.info/3009

Dreyfus H. L. (2002) Intelligence without representation – Merleau-Ponty’s critique of mental representation: The relevance of phenomenology to scientific explanation. Phenomenology and the Cognitive Sciences 1(4): 367–383. https://cepa.info/4592

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

Epp S., Reekie M., Denison J., de Bosch Kemper N., Willson M. & Marck P. (2021) Radical transformation: Embracing constructivism and pedagogy for an innovative nursing curriculum. Journal of Professional Nursing 37(5): 804–809. https://cepa.info/7574

Esposito E. (2017) Artificial communication? The production of contingency by algorithms. Zeitschrift für Soziologie 46(4): 249–65. https://cepa.info/7142

Fabry R. E. (2018) Betwixt and between: The enculturated predictive processing approach to cognition. Synthese 195(6): 2483–2518. https://cepa.info/5389

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. (2009) Attitude change, stereotypes and tolerance. In: Lasker G. E. & Hiwaki K. (eds.) Personal and spiritual development in the world of cultural diversity. Vol VI.IIAS, Tecumseh Ontario: 13–20. https://cepa.info/2612

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

Georgeon O. L. & Aha D. (2013) The Radical Interactionism Conceptual Commitment. Journal of Artificial General Intelligence 4(2): 31–36. https://cepa.info/3787

Georgeon O. L. & Riegler A. (2019) CASH only: Constitutive autonomy through motorsensory self-programming. Cognitive Systems Research 58: 366–374. https://cepa.info/6000

Georgeon O. L. & Ritter F. E. (2012) An intrinsically-motivated schema mechanism to model and simulate emergent cognition. Cognitive Systems Research 15–16: 73–92. https://cepa.info/5028

Georgeon O. L. (2017) Little AI: Playing a constructivist robot. SoftwareX 6: 161–164. https://cepa.info/5866

Georgeon O., Mille A. & Gay S. (2016) Intelligence artificielle sans données ontologiques sur une réalité presupposée [Artificial intelligence without using ontological data about a presupposed reality]. Intellectica 65: 143–168. https://cepa.info/3662

Georgeon O., Mille A. & Gay S. (2016) Intelligence artificielle sans données ontologiques sur une réalité présupposée [Artificial intelligence without using ontological data about a presupposed reality]. Intellectica 65: 143–168. https://cepa.info/5025

Geraniou E. & Mavrikis M. (2015) Building Bridges to Algebra through a Constructionist Learning Environment. Constructivist Foundations 10(3): 321–330. https://constructivist.info/10/3.321

Glanville R. (2008) Second order cybernetics. Revised version. In: Parra-Luna F. (ed.) Systems science and cybernetics. Encyclopedia of life support systems (EOLSS), Developed under the Auspices of the UNESCOEolss Publishers, Paris: Web publication. https://cepa.info/2708

Glanville R. (2011) Introduction: A conference doing the cybernetics of cybernetics. Kybernetes 40(7/8): 952–963. https://cepa.info/3039

Glanville R. (2014) Acting to understand and understanding to act. Kybernetes 43(9/10): 1293–1300. https://cepa.info/3905

Glasersfeld E. von (2001) Scheme theory as a key to the learning paradox. In: Philipp A. & Vonèche J. (eds.) Working with Jean Piaget: Essays in honour of Bärbel InhelderPsychology Press, London: 139–146. https://cepa.info/1527

Goldspink C. & Kay R. (2003) Organizations as self-organizing and sustaining systems: A complex and autopoietic systems perspective. International Journal of General Systems 32(5): 459–474. https://cepa.info/3951

Gordon M. (2008) Between constructivism and connectedness. Journal of Teacher Education 59(4): 322–332. https://cepa.info/5899

Gordon M. (2009) The misuses and effective uses of constructivist teaching. Teachers and Teaching: Theory and Practice 15: 737–746. https://cepa.info/5750

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

Helland B. (2004) The constructivist learning environment scorecard: A tool to characterize online learning. In: Egan T. M. (ed.) Proceedings AHRD 2004 Conference. Volume 2Academy of Human Resource Development, Bowling Green OH: 618–625. https://cepa.info/5218

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

Herr C. M. (2014) Radical Constructivist Structural Design Education for Large Cohorts of Chinese Learners. Constructivist Foundations 9(3): 393–402. https://constructivist.info/9/3.393

Higueras-Herbada A., de Paz C., Jacobs D. M., Travieso D. & Ibáñez-Gijón J. (2019) The direct learning theory: A naturalistic approach to learning for the post-cognitivist era. Adaptive Behavior Online first. https://cepa.info/6112

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

Hoemann K., Xu F. & Barrett L. (2019) Emotion words, emotion concepts, and emotional development in children: A constructionist hypothesis. Developmental Psychology 55: 1830–1849. https://cepa.info/6390

Hoffman D. D., Singh M. & Prakash C. (2015) The interface theory of perception. Psychonomic Bulletin & Review 22(6): 1480–1506. https://cepa.info/4555

Honebein P. C., Duffy T. M. & Fishman B. J. (1993) Constructivism and the design of learning environments: Context and authentic activities for learning. In: Duffy T. M., Lowyck J. S. & Jonassen D. (eds.) Designing environments for constructivist learningSpringer, Berlin: 87–108. https://cepa.info/7704

Horn J. K. & Wilburn D. (2005) The embodiment of learning. Educational Philosophy and Theory 37(5): 745–760. https://cepa.info/3788

Hornischer H., Plakolb S., Jäger G. & Füllsack M. (2020) Foresight Rather than Hindsight? Future State Maximization As a Computational Interpretation of Heinz von Foerster’s Ethical Imperative. Constructivist Foundations 16(1): 036–049. https://constructivist.info/16/1.036

Hug T. (2010) Radical Constructivism Mainstreaming: A Desirable Endeavor? Critical Considerations using Examples from Educational Studies and Learning Theory. Constructivist Foundations 6(1): 58–65. https://constructivist.info/6/1.58

Hunt J. & Tzur R. (2017) Where is difference? Processes of mathematical remediation through a constructivist lens. The Journal of Mathematical Behavior 48: 62–76. https://cepa.info/5847

Hursen C. & Soykara A. (2012) Evaluation of teachers’ beliefs towards constructivist learning practices. Procedia – Social and Behavioral Sciences 46: 92–100. https://cepa.info/5868

Hutto D. D. (2018) Getting into predictive processing’s great guessing game: Bootstrap heaven or hell?. Synthese 195(6): 2445–2458. https://cepa.info/5388

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

Jerardino-Wiesenborn B., Paucar-Caceres A. & Ochoa-Arias A. (2020) A conceptual framework based on Maturana’s ontology of the observer to explore the Checkland’s soft systems methodology. Systemic Practice and Action Research 33: 579–597. https://cepa.info/7654

Jonas W. (2007) Research through DESIGN through research: A cybernetic model of designing design foundations. Kybernetes 36(9/10): 1362–1380. https://cepa.info/4723

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

Kiefer A. & Hohwy J. (2018) Content and misrepresentation in hierarchical generative models. Synthese 195(6): 2387–2415. https://cepa.info/5387

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

Kuniyoshi Y., Yorozu Y., Suzuki S., Sangawa S. & Nagakubo A. (2007) Emergence and development of embodied cognition: A constructivist approach using robots. Progress in Brain Research 164: 425–445. https://cepa.info/5853

Laner I. (2021) Reflective interventions: Enactivism and phenomenology on ways of bringing the body into intellectual engagement. Phenomenology and the Cognitive Sciences 20: 443–461. https://cepa.info/7144

Larochelle M. & Désautels J. (2007) Concerning Ernst von Glasersfeld’s Contribution to Intellectual Freedom: One Interpretation, One Example. Constructivist Foundations 2(2-3): 90–97. https://constructivist.info/2/2-3.90

Letiche H. (2017) Researcher reflexivity: What it is and what it can be. Kybernetes 46(9): 1555–1563. https://cepa.info/4652

Lobo L. (2019) Current alternatives on perceptual learning: Introduction to special issue on post-cognitivist approaches to perceptual learning. Adaptive Behavior 27(6): 355–362. https://cepa.info/6286

Lozano M.-D. (2015) Using enactivism as a methodology to characterise algebraic learning. ZDM Mathematics Education 47(2): 223–234. https://cepa.info/6133

Matthen M. (2014) Debunking enactivism: A critical notice of Hutto and Myin’s Radicalizing Enactivism. Canadian Journal of Philosophy 4(1): 118–128. https://cepa.info/5679

Mikkilineni R. (2022) A new class of autopoietic and cognitive machines. Information 13(1): 24. https://cepa.info/8025

Moody M. & Burleson C. (2013) Using service-based, collaborative teaching in journalism courses. Teaching Journalism and Mass Communication: A Journal Published by the Small Programs Interest Group 4(1). https://cepa.info/936

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

Moroz J. (2015) Rzeczywistość – poznanie – edukacja w kontekście radykalnego konstruktywizmu Ernsta von Glasersfelda. Kultura i Edukacja 107(1): 71–89. https://cepa.info/8676

Murphy F. & Gash H. (2020) I Can’t Yet and Growth Mindset. Constructivist Foundations 15(2): 083–094. https://constructivist.info/15/2.083

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

Nowak M., Castellini C. & Massironi C. (2018) Applying Radical Constructivism to Machine Learning: A Pilot Study in Assistive Robotics. Constructivist Foundations 13(2): 250–262. https://constructivist.info/13/2.250

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

Palincsar A. S. (1998) Social constructivist perspective on teaching and learning. Annual Review of Psychology 49: 345–375. https://cepa.info/6486

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

Parra C. & Yano M. (2002) Tridimensional Recursive Learning Model. Cybernetics & Human Knowing 9(3–4): 79–99. https://cepa.info/3211

Pastena N. & Minichiello G. (2015) Neuro-phenomenology and neuro-physiology of learning in education. Procedia – Social and Behavioral Sciences 174: 2368–2373. https://cepa.info/3780

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

Perotto F. S. (2013) A Computational Constructivist Model as an Anticipatory Learning Mechanism for Coupled Agent–Environment Systems. Constructivist Foundations 9(1): 46–56. https://constructivist.info/9/1.46

Peschl M. F. (2006) Modes of Knowing and Modes of Coming to Know Knowledge Creation and Co-Construction as Socio-Epistemological Engineering in Educational Processes. Constructivist Foundations 1(3): 111–123. https://constructivist.info/1/3.111

Peschl M. F. (2007) Triple-Loop Learning as Foundation for Profound Change, Individual Cultivation, and Radical Innovation: Construction Processes beyond Scientific and Rational Knowledge. Constructivist Foundations 2(2-3): 136–145. https://constructivist.info/2/2-3.136

Peschl M. F., Bottaro G., Hartner-Tiefenthaler M. & Rötzer K. (2014) Learning How to Innovate as a Socio-epistemological Process of Co-creation: Towards a Constructivist Teaching Strategy for Innovation. Constructivist Foundations 9(3): 421–433. https://constructivist.info/9/3.421

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

Porr B. & Miller P. (2019) Forward propagation closed loop learning. Adaptive Behavior 28(3): 181–194. https://cepa.info/6722

Porr B., Egerton A. & Wörgötter F. (2006) Towards Closed Loop Information: Predictive Information. Constructivist Foundations 1(2): 83–90. https://constructivist.info/1/2.83

Proulx J. & Simmt E. (2013) Enactivism in mathematics education: Moving toward a re-conceptualization of learning and knowledge. Education Sciences & Society 4(1): 59–79. https://cepa.info/4336

Quartz S. R. & Sejnowski T. J. (1997) The neural basis of cognitive development: A constructivist manifesto. Behavioral and Brain Sciences 20: 537–596. https://cepa.info/3746

Ramírez-Vizcaya S. (2020) A world-involving theory of agency: review of Sensorimotor Life: An Enactive Proposal by Ezequiel Di Paolo, Thomas Buhrmann, and Xabier Barandiaran. Adaptive Behavior Online first. https://cepa.info/7860

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

Reyes A. & Zarama R. (1998) The process of embodying distinctions – a re-construction of the process of learning. Cybernetics & Human Knowing 5(3): 19–33. https://cepa.info/3111

Rezaei A. R. & Katz L. (2002) Using Computer Assisted Instruction to Compare the Inventive Model and the Radical Constructivist Approach to Teaching Physics. Journal of Science Education and Technology 11(4): 367–380. https://cepa.info/5418

Richards L. (2014) Education as a subversive activity: A proposal. Kybernetes 43(9/10): 1392–1398. https://cepa.info/4758

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://constructivist.info/9/3.297

Rossi P. G., Prenna V., Giannandrea L. & Magnoler P. (2013) Enactivism and didactics: Some research lines. Education Sciences & Society 4(1): 37–57. https://cepa.info/8779

Rovai A. P. (2003) A constructivist approach to online college learning. The Internet and Higher Education 7(2): 79–93. https://cepa.info/7821

Rumbaugh D. M. (2007) Ernst von Glasersfeld’s Contributions to the LANA Project. Constructivist Foundations 2(2-3): 29–31. https://constructivist.info/2/2-3.29

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

Rutkowska J. C. (1990) Action, connectionism and enaction: A developmental perspective. AI & Society 4(2): 96–114. https://cepa.info/6203

Schroer S. A. (2021) Jakob von Uexküll: The concept of umwelt and its potentials for an anthropology beyond the human. Ethnos 86(1): 132–152. https://cepa.info/7959

Schuh K. L. & Kuo Y. L. (2015) Seeking construct validity grounded in constructivist epistemology: Development of the survey of contemporary learning environments. International Journal of Research & Method in Education 38(4): 388–412. https://cepa.info/7493

Scott B. & Bansal A. (2014) Learning about learning: A cybernetic model of skill acquisition. Kybernetes 43(9/10): 1399–1411. https://cepa.info/1283

Scott B. (2001) Conversation theory: A constructivist, dialogical approach to educational technology. Cybernetics & Human Knowing 8(4): 25–46. https://cepa.info/1803

Scott B. (2008) Working with Gordon Pask (1967–1978): Developing and applying conversation theory. In: Luppicini R. (ed.) Handbook of conversation design for instructionIdea Group, New York: 19–34. https://cepa.info/295

Scott B., Shurville S., MacLean P. & Cong C. (2007) Cybernetic principles for learning design. Kybernetes 36(9/10): 1497–1514. https://cepa.info/1796

Scott S. J. (2011) Contemplating a constructivist stance for active learning within music education. Arts Education Policy Review 112(4): 191–198. https://cepa.info/7486

Shapiro L. & Stolz S. A. (2019) Embodied cognition and its significance for education. Theory and Research in Education 17(1): 19–39. https://cepa.info/7980

Sharov A. A. (2018) Mind, agency, and biosemiotics. Journal of Cognitive Science 19(2): 195–228. https://cepa.info/6306

Shively J. (2015) Constructivism in music education. Arts Education Policy Review 116(3): 128–136. https://cepa.info/7485

Sjøberg S. (2010) Constructivism and learning. In: Peterson P., Baker E. & McGaw B. (eds.) International encyclopaedia of education. Volume 5. Third editionElsevier, Amsterdam: 485–490. https://cepa.info/2962

Slezak P. (2010) Radical Constructivism: Epistemology, Education and Dynamite. Constructivist Foundations 6(1): 102–111. https://constructivist.info/6/1.102

Soto-Andrade J. (2015) Métaphorisation enactive dans l’enseignement de la statistique et les probabilités. Statistique et Enseignement 6(2): 3–24. https://cepa.info/8295

Soto-Andrade J. (2018) Enactive metaphorising in the learning of mathematics. In: Kaiser G., Forgasz H., Graven M., Kuzniak A., Simm E. & Xu B. (eds.) Invited lectures from the 13th International Congress on Mathematical EducationSpringer, Cham: 619–638. https://cepa.info/6219

Stapleton M. (2020) Enacting education. Phenomenology and the Cognitive Sciences 20: 887–913. https://cepa.info/6727

Steffe L. P. (2017) Psychology in mathematics education: Past, present, and future. In: Galindo E. & Newton J. (eds.) Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics EducationHoosier Association of Mathematics Teacher Educators, Indianapolis IN: 27–56. https://cepa.info/8233

Stewart J. & Varela F. J. (1994) Cognition without neurons: Adaptation, learning and memory in the immune system. In: Benabou E. (ed.) Intelligence CollectiveHermes, Paris. https://cepa.info/1993

Stolz S. A. (2015) Embodied learning. Educational Philosophy and Theory 47(5): 474–487. https://cepa.info/3842

Sweeting B. & Hohl M. (2015) Exploring Alternatives to the Traditional Conference Format: Introduction to the Special Issue on Composing Conferences. Constructivist Foundations 11(1): 1–7. https://constructivist.info/11/1.1

Szokolszky A., Read C., Palatinus Z. & Palatinus K. (2019) Ecological approaches to perceptual learning: Learning to perceive and perceiving as learning. Adaptive Behavior Online first. https://cepa.info/6126

Tam M. (2000) Constructivism, instructional design, and technology: Implications for transforming distance learning. Educational Technology and Society 3(2): 50–60. https://cepa.info/5204

Teşileanu A. (2011) A constructivist approach to new media: An opportunity to improve social studies didactics. Procedia Social and Behavioral Sciences 11: 185–189. https://cepa.info/5208

Topolovccan T. & Matijevic M. (2016) Constructivist learning and digital media. In: Ogunleyele J. (ed.) Research papers on knowledge, innovation and enterprise. Volume IVWorld Education Fellowship International, Berlin: 78–97. https://cepa.info/5437

Topolovccan T. & Matijevic M. (2017) Critical thinking as a dimension of constructivist learning: Some of the characteristics of students of lower secondary education in croatia. Center for Educational Policy Studies Journal 7(3): 47–66. https://cepa.info/5438

Tsai C.-C. (1997) The interplay between scientific epistemological beliefs and preferences for constructivist learning environments of Taiwanese eighth graders. In: Abrams R. (ed.) Proceedings of the Fourth International Misconceptions Seminar: From misconceptions to constructed understanding, 13–15 June 1997The Meaningful Learning Research Group, Santa Cruz CA: **MISSING PAGES**. https://cepa.info/7256

Tsai C.-C. (2000) Relationships between student scientific epistemological beliefs and perceptions of constructivist learning environments. Educational Research 42: 193–205. https://cepa.info/8515

Uden L., Liu K. & Shank G. (2001) Linking radical constructivism and semiotics to design a constructivist learning environment. Journal of Computing in Higher Education 12(2): 34–51. https://cepa.info/4747

Ultanir E. (2012) An epistemological glance at the constructivist approach: Constructivist learning in Dewey, Piaget, and Montessori. International Journal of Instruction 5: 195–212. https://cepa.info/7033

Van Den Herik J. C. (2018) Attentional actions – An ecological–enactive account of utterances of concrete words. Psychology of Language and Communication 22(1): 90–123. https://cepa.info/7981

Verbeke J. (2015) Designing Academic Conferences as a Learning Environment: How to Stimulate Active Learning at Academic Conferences?. Constructivist Foundations 11(1): 98–105. https://constructivist.info/11/1.98

Vianna B., Andrade L. A. B. & Vaz N. M. (2020) Ensinar é impossível, e aprender, inevitável: Comentários sobre a epistemologia de Humberto Maturana. Revista Helius 3(2): 1183–1227. https://cepa.info/7867

Vinnakota T. R., Kadri F. L., Grant S., Malinova L., Tuddenham P. D. & Garcia S. (2014) Multiple perspectives on the terms “cyberneticist” versus “cybernetician”. Kybernetes 43(9/10): 1425–1434. https://cepa.info/7100

Voinea M. & Purcaru M. (2014) Boosting Romanian students’ interest in learning mathematics through the constructivist approach. Procedia – Social and Behavioral Sciences 127: 108–113. https://cepa.info/5871

Walshe G. (2020) Radical Constructivism – von Glasersfeld. In: Akpan B. & Kennedy T. J. (eds.) Science education in theory and practiceSpringer, Cham: 359–371. https://cepa.info/7260

Wen M. L. & Tsai C.-C. (2003) Misconceptions and misuses of constructivism. Educational Practice and Theory 25(1): 77–83. https://cepa.info/8516

Wene C.-O. (2015) A cybernetic view on learning curves and energy policy. Kybernetes 44(6/7): 852–865. https://cepa.info/6438

Wong W., Watkins D. & Wong N. (2006) Cognitive and Affective Outcomes of Person–Environment Fit to a Critical Constructivist Learning Environment: A Hong Kong Investigation. Constructivist Foundations 1(3): 124–130. https://constructivist.info/1/3.124

Wright P. (2015) Poetics, power, possibilities, and playfulness: Zombies, performance, and making meaning in young people’s lives. Arts Education Policy Review 116(3): 137–146. https://cepa.info/7490

Xu F. & Kushnir T. (2013) Infants are rational constructivist learners. Current Directions in Psychological Science 22(1): 28–32. https://cepa.info/6396

Xu F. (2019) Towards a rational constructivist theory of cognitive development. Psychological Review 126(6): 841–864. https://cepa.info/6391

Xu F., Dewar K. & Perfors A. (2009) Induction, overhypotheses, and the shape bias: Some arguments and evidence for rational constructivism. In: Hood B. M. & Santos L. (eds.) The origins of object knowledgeOxford University Press, New York NY: 263–284. https://cepa.info/6397

Zajda J. (2011) Constructivist pedagogy: Learning and teaching. Curriculum and Teaching 26(2): 19–31. https://cepa.info/7271

Zajda J. (2018) Effective constructivist pedagogy for quality learning in schools. Educational Practice & Theory 40(1): 67–80. https://cepa.info/7270

Zimmer R. S. (2001) Variations on a string bag: Using Pask’s principles for practical course design. Kybernetes 30(7/8): 1006–1024. https://cepa.info/6839

Zimmermann E., Peschl M. F. & Römmer-Nossek B. (2010) Constructivist Curriculum Design for the Interdisciplinary Study Programme MEi:CogSci – A Case Study. Constructivist Foundations 5(3): 144–157. https://constructivist.info/5/3.144

Živković S. (2016) An overview of the constructivist theories and their possible implications in the design of the ESP digital learning environment. European Journal of Multidisciplinary Studies 3(1): 88–93. https://cepa.info/5207