First Published in 1994. Routledge is an imprint of Taylor & Francis, an informa company.

Contents: Preface. Part I: The Nature of Constructivism.K. Tobin, D. Tippins, Constructivism as a Referent for Teaching and Learning. E. von Glasersfeld, Questions and Answers about Radical Constructivism. A. Bettencourt, The Construction of Knowledge: A Radical Constructivist View. W.W. Cobern, Contextual Constructivism: The Impact of Culture on the Learning and Teaching of Science. R.G. Good, J.H. Wandersee, J. St. Julien, Cautionary Notes on the Appeal of the New "Ism" (Constructivism) in Science Education. Part II: Teaching and Learning of Science and Mathematics.M.C. Linn, N.C. Burbules, Construction of Knowledge and Group Learning. G.H. Wheatley, The Role of Negotiation in Mathematics Learning. E. Jakubowski, Constructing Potential Learning Opportunities in Middle Grades Mathematics. W-M. Roth, Construction Sites: Science Labs and Classrooms. A.J. Gallard, Learning Science in Multicultural Environments. J.J. Gallagher, Secondary Science Teachers and Constructivist Practice. L.P. Rieber, A Pragmatic View of Instructional Technology. Part III: Teacher Learning and Change.K. Tobin, Constructivist Perspectives on Teacher Learning. F.P. Peterman, Staff Development and the Process of Changing: A Teacher's Emerging Constructivist Beliefs about Learning and Teaching. T. Russell, Learning to Teach Science: Constructivism, Reflection, and Learning from Experience. K.L. Shaw, M.L. Etchberger, Transitioning into Constructivism: A Vignette of a Fifth Grade Teacher. P.C.S. Taylor, Collaborating to Reconstruct Teaching: The Influence of Researcher Beliefs. J. Confrey, Learning to See Children's Mathematics: Crucial Challenges in Constructivist Reform. Part IV: Conclusions.T.M. Dana, N.T. Davis, On Considering Constructivism for Improving Mathematics and Science Teaching and Learning.