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The paper dwells on the contributions of APOS theory to the development of teaching and learning of mathematics in school. APOS is an acronym for action, process, object, and schema. The theory emerges as an extension to constructivism but with a more focused and robust learner-centered approach to the teaching and learning of mathematics. Proponents of the theory believed that learning occurs initially as an action or activity in learners' cognitive settings, independent of learners' environment, triggered by cognitive coherence, then it is transformed to process, where learner now waits for internalization of the earlier activity, preparatory to the occurrence of learning. At object level, learner now considers what has been learnt earlier to have been fully internalized into mathematical object(s). Lastly, at schema level, the object learnt is assumed to have been embedded in the learners' schema-a cognitive structure formed as a result of accumulated learning experience, and a complete mental image of what has been learnt is said to have been formed. Against the backdrop of this, the paper looks at how this theory had changed the narrative about teaching and learning of mathematics vis-à-vis the bearing of the theory to other cognitive abilities of the learner such as intelligence and creativity. In the end, the paper suggests the application of APOS theory in teaching and learning mathematics at all levels of learning in Nigeria and beyond. [ABSTRACT FROM AUTHOR]

Educators are responsible for developing generic graduate capabilities, but the theoretical justification for teaching techniques is infrequently articulated. This conceptual paper aims to provide theory-informed principles to guide teaching practice in developing future-focused generic capabilities. The paper describes future-focused generic capabilities and then considers how cognitive constructivist, transformational and social learning theories inform the development of these capabilities. From these theories, four principles (4Es) for teaching generic capabilities are identified: students need to 1) be Enthused to develop personally relevant generic capabilities, 2) have opportunities to Explore by intellectually and emotionally connecting learning to processes, topics and situations, 3) develop by purposefully Extending their capabilities within varied and progressively more complex contexts, and 4) be given opportunities to Exhibit their capabilities. We contend that the development of generic capabilities can be informed by this set of principles. By unearthing and researching them, educators can become more versatile, informed, and impactful. [ABSTRACT FROM AUTHOR]

The importance of Digital Competence in teacher education has increased in recent years resulting in a range of digital competency frameworks aimed at guiding national and regional governments in their integration of digital competence in teacher education. The discourses and assumptions underpinning digital competence frameworks are discussed in this paper using two influential supra-national competency frameworks, the UNESCO ICT Competency Framework for Teachers and the DigCompEdu, as examples. The theoretical reflection argues that several influences have shaped the current discourse. These influences include the rise of teacher performance and competency frameworks, the tradition of ranking teachers' levels of technology use and the techno-centric education discourses that align technology use with constructivist practices. Through this theoretical reflection, the paper raises questions about their use in, and implications for, teacher education arguing that, while such frameworks provide helpful guidance for policy makers and teacher educators, they may stifle teachers' professional autonomy and straight-jacket technology use in a linear and deterministic manner. [ABSTRACT FROM AUTHOR]

Given the hegemony of developmentalism in early childhood education and care, this article uses a poetic juxtapositional approach to bewilder Piaget's theory of cognitive development. Critical consideration of how the theory of cognitive development has contributed to the imagining of a universal, ahistorical child and childhood(s) are discussed and analysed whilst providing a rationale for a more complex and nuanced understanding of how children develop, drawing on the theoretical concept of clocking practices. This paper analyses data from Piaget's writing in 'The Origins of Intelligence in Children' and micro-ethical events from research with children, teachers, families from an affirmative diffractive stance through the lens of bewilderment. Creative poetic vignettes are included which encourage readers to unsettle dominant and deficit assumptions made about children and their abilities, framed by Piagetian theory. The insights are shared via three propositions: following learning experiences of and with children requires openness, forms of resistance to linear understandings of time are generative, and resist the desire to chase secure meanings and intentions. These propositions and the corresponding questions offer possibilities for seeing children's ideas and contributions through a capability-oriented lens. [ABSTRACT FROM AUTHOR]

Following calls to 'bewilder' (Snaza 2013) the pioneers of early education, this article positions Montessori pedagogy as a 'desire path' that acts as resistance to normative policy-driven pathways in early childhood education and care. Desire paths are alternative tracks made aside from officially established walking routes. In this paper I think with the metaphor of pathways and desire paths positioning an educator's choice to practice Montessori pedagogy as an approach which wanders outside of mainstream qualifications and education. To do this, I take fragments of a professional life story that chart the agentic nature of choosing Montessori pedagogy as a way to problematise how walking that desire line challenges, and defies normative pathways. I also propose a re-reading of Montessori's pedagogy, not as pioneering but as nomadic, and suggest that social desire paths enable Montessori education to be viewed as multiple, situated, alternative tracks to prescribed pathways. [ABSTRACT FROM AUTHOR]

Informal learning spaces present ripe opportunities to supplement formal learning experiences. In this paper, we offer a new approach to creating enriching learning activities for public spaces that reflects evidence‐based practices rooted in developmental psychology and uses community‐centring practices from participatory research approaches. We first argue that extant theory and research supports the use of guided play pedagogy to foster learning. Second, we argue that effective translation of research to practice should incorporate community voices at every stage of the design, implementation and evaluation process. We describe a new initiative called Playful Learning Landscapes that reflects tenets of core developmental theory including constructivism and social learning theories as well as guided play pedagogy. Playful Learning Landscapes also extends the scope and scale of these evidence‐backed theories by collaborating with communities to design activities for local community spaces. Taken together, we offer a way of upholding core developmental theory with equitable, culturally inclusive research and intervention practices. Transforming community spaces into hubs for children's learning promises wide‐reaching implications for equitable access, school readiness and early childhood education. [ABSTRACT FROM AUTHOR]

This follow-up study presents a design-based research (DBR) setting implemented over a three-year project called 'eKidZ – Teach Your Parents Well' which uses research-based learning and follows the four phases of DBR. In an iterative cycle, 20 teenagers aged 14–16 took on the role of researchers and investigated intergenerational learning and the multiplier effects of students participating in the Climate Change Education project 'k.i.d.Z.21 – Competent into the Future' on their parents, using the complete research process. Simultaneously, scientists implemented and tested the DBR setting to validate student research findings and to evaluate the quality of the educational setting. In this fully integrated DBR, using multiple methods (quantitative and qualitative), educational and scientific perspectives are brought together to evaluate students' findings and draw conclusions regarding their learning effects. These research results demonstrate that not only did students generate valid and reliable research, but – when changing perspectives – teenagers also contribute to the discussion about closing the gaps in science education and practice. By examining young people's research on Climate Change Education and recognising their contribution in scientific discourse, this paper offers a host of new insights. Teenagers take on the role of researchers and perform reliable and valid research results on intergenerational learning and multiplier effects in Climate Change Education, by completing all phases of research-based learning. Design-based research is an effective method to combine science and education and thus delivering novel insights into science education and practice. High-quality Climate Change Education fosters constructive cooperation among all participants with inter – and intragenerational learning and multiplier effects. Constructivism, transdisciplinarity and research-based learning form the basis for effective design-based research and Climate Change Education. [ABSTRACT FROM AUTHOR]

The Western‐style internationalisation of Russian universities, which guided the evolution of the country's higher education sector for over three decades, has been challenged by Western sanctions following the 2022 Russian 'Special military operation in Ukraine'. The authors show through the prism of constructivist theory how the norm on the internationalisation of higher education characterised by the strive for Westernised world‐class universities was adopted and then came to unravel in Russia. A qualitative case study based on 42 expert interviews and an analysis of political discourse and legal documents reveals how the key features of the internationalisation of Russian universities are being challenged. The authors contribute to the expert literature the notion of 'norm reversal', defined as the process whereby an institutionalised and internalised international norm is 'cancelled' in a specific country. The paper shows that the reversal in Russian higher education, which was initially 'circumstantial' is becoming 'intentional', with legal documents being drawn up to accelerate and claim ownership of it. [ABSTRACT FROM AUTHOR]

Research, primarily from pre-service teachers' perspectives, has found that teacher education programmes are not providing adequate preparation for constructivist pedagogy using information technology. This subject is pronounced in Ghana's teacher education programmes, where local research that investigates knowledge patterns in technology training methods and competencies pre-service teachers mainly acquire is also scarce. In addressing this gap, this paper describes a qualitative study that examined the reflective views and experiences of 20 in-service teachers regarding what was offered and missing in their pre-service training for digital pedagogy. Findings revealed teachers benefit from standalone educational technology courses, teacher educators modelling technology use, and curriculum activities requiring technology use. The knowledge pattern in these training methods suggests a prioritisation of technical skills acquisition that mostly supports traditional, teacher-centred teaching tasks. Factors impeding pedagogical development training are unpacked, along with the reasons behind misalignments between teacher education policy requirements, and actual pre-service technology training practices. [ABSTRACT FROM AUTHOR]

This paper aims to contribute to the field of knowledge surrounding Education for Sustainable Development (ESD) curricula with a view to filling a gap in ESD literature by identifying features that may help ESD course designers. The study asks the questions: what is taught in ESD courses in higher education? and what content do students say they like? Working within the constructivist tradition, this study involved two groups of participants: 13 ESD design/delivery participants from six universities based in five countries (Group One) and 737 ESD students (Group Two) from three of those universities. The overarching methodology of comparative analysis was used to address the research questions. Data collection included course learning materials, participant questionnaires, one-on-one interviews, focus groups, and feedback on teaching. Group One data was analysed using comparative/descriptive analysis and reflexive thematic analysis was used for Group Two data. The methods were complementary to de/reconstruct data for comparability of features. NVivo software was employed to acquire results which are presented visually using tables and concept maps. The study identifies common content taught in stand-alone ESD courses and makes recommendations for course modelling based on Group One data contributions and what content Group Two say they like. The recommendations are presented as seven categories of consolidated curricular themes including science and sustainability based, contextually relevant, and futures hope. Consideration is given to student internal/external motivational domains and possible connection to curricular themes. Recommendations are practical and flexible, not prescriptive. The original contribution to knowledge lies in suggestions for ESD course content. [ABSTRACT FROM AUTHOR]

A growing evidence base has demonstrated the value of Forest School as an outdoor learning approach which supports a range of benefits including improved physical, social and mental wellbeing, increased confidence and self‐esteem and the development of problem‐solving skills. However, critics of Forest School have argued that a lack of theoretical coherence and detail risks the misinterpretation of Forest School and its pedagogy by both practitioners and researchers. This paper responds to these concerns, establishing a comprehensive and detailed theoretical framework for Forest School. Through a thorough examination of evidence supporting Forest School delivery, we examine the theoretical keystones of this pedagogical approach to inform an interdisciplinary theoretical understanding of Forest School. We argue that Forest School is a particular socially constructed approach to outdoor education, which is informed by social constructivist experiential learning theory. This is driven by two core components. First, play‐pedagogy, which includes the opportunity to experience risk and be creative. Next, biophilic interaction, which examines the human innate desire to be in nature. This is informed by the cultural origins of Forest School development as underpinned by Nordic notions of friluftsliv and by theories of place attachment. Taken together, this theoretical framework considers the breadth of knowledge that underpins Forest School and recognises its growing evidence base, which positions it as a rich and valuable pedagogical approach. [ABSTRACT FROM AUTHOR]

Teaching and librarianship are interrelated. This paper explores the author's experiences and views of working as a librarian in higher education, within the Australian University context. It perceives Australian University libraries and librarianship as aligning with Social Constructivist views on learning. Through drawing on information from professional practice, this paper considers the professional identities of librarians in a third-space paradigm, including in contributing to doctoral supervision. It examines teachers as curators and sees this observation of teaching yielding the view of librarians as teachers explicitly. It touches on the author's new awareness of librarians and their role in supporting assessment for learning. The paper puts forward the author's use of reflective practice to enhance teaching, and shares experiences in using the Technology Pedagogy Content Knowledge (TPACK) framework to ensure reflective practice is focused. [ABSTRACT FROM AUTHOR]

Purpose: The study aimed to capture student experience during virtual internships by identifying the facilitators and barriers during their experiential learning journey. The students were pursuing their Master's in Business Administration (MBA) program at a business school in India. The authors shed light on the impact of COVID-19 pandemic on the current education system, specifically experiential learning through virtual internships. Design/methodology/approach: About 38 Semi-structured in-depth interviews were conducted from July to September 2022 with the students of a business school located in Pune, India. Interviews were transcribed and analyzed to generate new themes for ascertaining the facilitators and barriers to virtual internships. Interpretative Phenomenology Analysis was undertaken to analyze the lived experiences of the respondents. Findings: Students viewed virtual internships positively in terms of mentor support, active learning, flexibility, and an easy onboarding process. Poor work-life balance, lack of peer learning and infrastructure issues were some of the barriers/challenges faced by the students. Practical implications: The study discusses various managerial and administrative implications. The findings help educationists design effective pedagogy by drawing insights from constructivist learning theory, where students' active role during virtual internships must be given primary attention. Corrective measures in the pedagogy can be taken while designing a virtual internship, considering the barriers found in this study. Originality/value: The themes identified in the study are a novel contribution to the growing body of knowledge on virtual experiential learning. The study empirically captures student experience regarding a relatively new phenomenon of virtual internships, which is the uniqueness of this paper. [ABSTRACT FROM AUTHOR]

The aim of this study was (1) to describe challenges prospective teachers perceive during project work in a pedagogical makerspace and coping strategies they develop to deal with the challenges, (2) to analyse the development of prospective teachers' TPACK and attitudes towards the use of ICT in class. Challenges regarding project work and coping strategies were recorded via semi‐structured interviews and evaluated by qualitative content analysis. TPACK and prospective teachers' attitudes towards the usefulness of digital technologies, technology acceptance, intrinsic motivation, self‐efficacy, intentions to use digital media and constructivist understanding of teaching were assessed via questionnaire. The sample consists of German prospective teachers (N = 145). The results show an increase in TPACK, technology acceptance, intention to use digital media and motivation over the course of the project. TPACK before the intervention was the only variable that predicted TPACK after the intervention. The prospective teachers report numerous challenges during their projects, which can be attributed to the framework, teamwork, and taskwork levels, as well as the individual TPACK. Coping strategies were mainly found on the taskwork level, for example by adjusting goals, creating subtasks and organising regular feedback meetings for self‐monitoring. Practitioner notesWhat is already known about this topicThe opportunities for using ICT in schools are developing rapidly, and with them, the demands on teachers' skills (TPACK).The promotion of TPACK competencies in a holistic, multi‐layered, and practice‐oriented manner has to be learned over a longer period of time combining theoretical explanations with practical activities.Making appears to be a suitable activity to foster TPACK, and a makerspace was described as an ideal learning environment to follow constructivist learning, but it has not yet been empirically tested.What this paper addsThe presentation of an innovative approach for prospective teachers to teach TPACK problem‐ and project‐based in a pedagogical makerspace.Empirical data of a large sample size in a field that has not yet been sufficiently empirically researched.A model‐based analysis of the challenges of project work in a university pedagogical makerspace regarding preservice teachers and their coping strategies.Examination of the suitability of project‐based work in the pedagogical makerspace for teaching TPACK and relevant attitudes.Further insights about learning processes and influencing factors in a university pedagogical makerspace with respect to promoting TPACK.Implications for practiceA pedagogical makerspace is a suitable learning environment to foster TPACK and attitudes towards the use of ICT in school.TPACK development depends on TPACK before working in a makerspace.Challenges and coping strategies while working in a pedagogical makerspace can be assigned to four levels.The assignment of challenges and coping strategies to those levels supports lecturers in developing the necessary support structures.Support structures should include at least basic knowledge about the organisation of projects. Agile project elements prove helpful for product development in the makerspace. [ABSTRACT FROM AUTHOR]

Purpose: Primary teachers play a vital role in fostering pupils' successful futures. Therefore, gaining knowledge of primary teacher students' learning processes, including the achievement of information-seeking skills, is crucial. The aim of this paper is to understand better the interplay between cognitive appraisals and emotions in the constructivist process of learning and achieving information-seeking skills. Design/methodology/approach: In-depth semi-structured interviews were conducted with six Swedish primary teacher students. The analysis of qualitative data was deductive and theory-driven, guided by Kuhlthau's information search process model, Scherer's semantic space of emotions and Pekrun's control-value theory of achievement emotions. Findings: Anger/frustration, enjoyment and boredom were identified as activity emotions and anxiety, hopelessness and hope as prospective outcome emotions. The retrospective outcome emotions found were pride, joy, gratitude, surprise and relief. The appraisals eliciting the achievement emotions were the control appraisals uncertainty/certainty (activity and prospective outcome) and oneself/other (retrospective), and value appraisals negative/positive intrinsic motivation (activity) and failure/success (prospective and retrospective). The interplay between appraisals and emotions was complex and dynamic. The processes were individually unique, non-linear and iterative, and the appraisals did not always elicit emotions. Originality/value: The study has theoretical and methodological implications for information behaviour research in its application of appraisal theories and the Geneva affect label coder. In addition, it has practical implications for academic librarians teaching information-seeking skills. [ABSTRACT FROM AUTHOR]

The use of the constructivist paradigm to undertake so called 'fourth generation evaluation' (FGE) has been promoted by its initial proponents (Guba and Lincoln) since the late 1980s. Despite this its use is still rarely favoured over the conventional positivist scientific approach. This paper explores the applicability of some of the main principles of FGE in relation to an evaluation undertaken by the authors. [ABSTRACT FROM AUTHOR]

As teaching and learning processes evolve in the wake of COVID−19, fresh thinking about the role of remote online learning (ROL) is critical as part of a wider reimagining of education in a post-pandemic context. In this paper, attention is focused on ROL within teacher education. This study sought to explore pre-service teachers' perceptions of their ROL experiences in a Fijian teacher education programme. The qualitative study design was informed by transactional distance theory. Using a narrative inquiry approach, data from 15 pre-service teachers were collected and analysed. Via individual interviews conducted online, the prospective teachers shared their perceptions about the nature of interactions experienced whilst engaged in ROL during the pandemic. Data were analysed thematically, in relation to instructional dialogue, course structure, and autonomy. In-depth analysis of rich data allowed main themes to emerge that captured the participants' viewpoints. Prominent themes in instructional dialogue revealed some concerns about the precedence of textual communication over verbal in ROL and the perception of emphasis on product over the process of learning. In terms of course structure, volume of assessment and teaching style were among aspects which participants identified as affecting learner-content engagement. Comments about learner autonomy suggested that the pre-service teachers sought positives amidst the difficulties encountered, whilst maintaining a focus on completing the assessments and passing the course. The analysis of pre-service teachers' experiences offers insight into how aspects of ROL may challenge participant engagement within elements of teacher education courses. It highlights the support that needs to be provided to prospective teachers in order to reduce transactional distance, suggesting that effective course design and instructional dialogue to promote learner autonomy are both crucial to sustainable teacher education in the post-pandemic context. [ABSTRACT FROM AUTHOR]

This chapter focuses on the future of mentoring by focusing on digital mentoring of language and TESOL teachers in higher education with a lens on nurturing the faculty‐student dynamic in primarily online/digital/blended teaching contexts. We also focus on a review of recent extant literature from the last ten years (2012‐2022) on the topic in three key categories. The paper draws upon a framework of connectivism and networked knowledge as well as a constructivist approach to learning. A constructivist model for digital mentoring builds on students' needs, knowledge, and experience, seeing the instructor and student mentoring dynamic in multi‐faceted ways. Mentoring in a digital era draws on frameworks that suggest that mentors and mentees are part of connected communities, especially digitally connected communities. Digital mentoring has been used across both synchronous and asynchronous learning contexts (e.g., email, videoconference, etc.) and increasingly over social media (e.g., Twitter). [ABSTRACT FROM AUTHOR]

Early childhood pedagogical practice in primary schools is often challenged by academic demands, debate about best practice and ongoing change through new policy initiatives. This paper reports an investigation of how early childhood pedagogical leaders assist early years teachers in schools to embrace change and embed early childhood pedagogy. Framed within a constructivist epistemology, this paper reports on findings from three case studies drawn from a larger mixed-methods study from Perth, Western Australia. Data collected through shadowing pedagogical leaders, undertaking contextual interviews and analysing school documents revealed that pedagogical change was promoted, encouraged and sustained through a number of strategies. These included utilising early childhood champions, developing relational trust with staff, establishing communities of practice and empowering teachers as decision-makers. This paper highlights the critical role early childhood pedagogical leadership can play in recognising the professional capability of early childhood teachers to drive ongoing improvement in school contexts. [ABSTRACT FROM AUTHOR]

Mixed research is a methodology of growing importance both within and without education. This type of research forces researchers to reconcile conflicting ways of justifying and understanding research with results that have the potential to be forward pointing for all researchers. As mixed research has grown, mixed research has gained an increasingly solidified identity which is increasingly associated with the pragmatic paradigm. This paper seeks to describe and criticise pragmatism as a paradigm for mixed research. We identify six features of pragmatism which we argue render it unfit for purpose. 1. That it is a "paradigm of convenience" 2. That it takes a consequentialist view of good research. 3. That it takes a consequentialist view of truth. 4. That it assumes the answers to epistemic questions is "somewhere in the middle" 5. That it priorities the research question, rather than ontology or epistemology 6. That it treats itself as a prerequisite for mixed research. We argue that in prioritising flexibility and practicality over principles, pragmatism loses the ability to offer guidance to researchers. Furthermore, many of the issues with pragmatism arise from a conflation of paradigm and method. I.e., by thinking that there are quantitative and qualitative paradigms. We conclude that traditional paradigms are better served to act as a paradigm for mixed research. [ABSTRACT FROM AUTHOR]

Background: Several student-centred and game-based approaches have developed in the last 40 years. Publications intended to describe the underlying theory and/or mechanics of each particular teaching/learning model have usually focused on modalities related to teacher-student interactions, taking into account the particular pedagogical content knowledge pertaining to the activities concerned. The extent to which a particular approach has students taking charge of their learning varies from one model to the other. Underlying learning theories, such as constructivism and nonlinear pedagogy, play an important role in explaining or justifying reasons for pedagogical choices. However, whatever approach is favoured by a teacher, there remains the matter of the regulation of learning in a student-centred teaching/learning environment. Purpose: The main purpose of this paper was to discuss the regulation procedures implemented in a particular team-sport related teaching/learning strategy called the 'Tactical-Decision Learning Model' (T-DLM). A second and preliminary objective was to examine various AfL models with regard to the regulation of learning. Scaffold of the paper: In the first section of the paper, a review of the literature is presented with regard to the diversity of the student-learning regulation construct, spreading from self-regulation to co-regulation and to shared/socially-shared regulation. In the second part of the paper, the authors discuss the regulation of tactical learning in team sports through the lens of T-DLM, considering the contribution of four basic features of the model: game-play in a small-sided game format, student observation, debate, road map, and their iterations. Conclusion: In a team-sport teaching/learning context, cooperative learning becomes, by definition, the pivotal characteristic of the learning and learning-regulation processes. Although ever present, self-regulation is intermingled with socially shared regulation in the sense that each student's self-regulation activities voluntarily mingle with that of his/her teammates to bring about a collective action plan. Due to its socio-constructivist foundation and particular features, T-DLM offers many opportunities for socially-shared regulation of learning and may, given the right conditions, open the way for socially-shared metacognitive awareness of learning-regulation processes. [ABSTRACT FROM AUTHOR]

University libraries are constituted in the literature by a range of overlapping and shifting conceptual models that are deployed to capture, express and legitimise their repurposing, progressive status and function within the university campus. Over the last two decades university libraries have been increasingly characterised as highly responsive and receptive to the fast-moving currents of technological innovation, and emergent teaching and learning paradigms. This paper charts and discusses the evolutionary trajectory of the university library set within an historical context, exploring the discursive influences that have both stimulated and propagated what might be described as progressive transformation. The paper seeks to portray and unpack the Zeitgeist of the academic library that has been cultivated in contemporary times; positioning the university library against a backdrop of global developments that have shaped the university sector from the early 1990s, and offering a macro-level exploration of the increasing status of the university library. [ABSTRACT FROM AUTHOR]

Background: Mental disorders are a major health concern across the globe. Schizophrenia, one of the mental disorders, affects approximately 20 million people globally and 5 million people within the African continent. Schizophrenia can affect all areas of life, including participation in instrumental activities of daily living (IADLs). Objectives: The study aimed to explore personal barriers affecting participation in chosen IADLs among community-dwelling persons with schizophrenia in Kigali city, Rwanda. Method: A qualitative, embedded case study design and constructivist epistemology paradigm were used. Purposive sampling and semi-structured interviews were conducted with 20 participants that included 10 persons diagnosed with schizophrenia (case 1) and 10 of their caregivers (case 2). Data were analysed according to the seven steps of Ziebland and Mcpherson. Findings: The two themes identified were community negative attitudes and individual hindrances to participation in IADLs. Theme 1 demonstrated the community's poor support towards persons with schizophrenia due to the stigma attached to mental health illness, which is reported elsewhere. This paper reports on individual hindrances to participation, which revealed limited knowledge and skills, decreased motivation and interest, financial problems, maladaptive behaviours, medication side effects, loss of social interaction and isolation, and disorganised in performing activities to negatively affect persons with schizophrenia's full participation in their chosen IADLs. Conclusion: Community-dwelling persons with schizophrenia are experiencing various hindrances to participating in their chosen IADLs, which shows a need for support from different stakeholders to improve access and participation of persons with schizophrenia in their daily activities based on their abilities. Contribution: Different barriers affecting participation of the persons with schizophrenia in their chosen IADLs were highlighted together with the common affected IADLs. It is recommended that when right support is provided, persons with schizophrenia may function at their maximum abilities in their activities of choice and may live at their highest independence level. [ABSTRACT FROM AUTHOR]

Although the Philosophy for/with Children (P4wC) movement seems to have overcome two major points of criticism, these critical concerns can still be found in the literature today. The first question is whether P4wC can be placed in the field of philosophy at all, and the second asks whether children possess the cognitive abilities necessary to engage in philosophical discourse. One of the more recent articles voicing these concerns is authored by Caroline Heinrich, who describes P4wC as "an assault on philosophy and an assault on children" and argues that P4wC is a "concept imposed by adults on children." She maintains that P4wC ignores "children's thinking, questioning and play." Furthermore, Heinrich states that P4wC cannot be called philosophy because children are not able to philosophize. In most of her argumentation, refering to Jan Piaget's theoretical account of the cognitive development of children. Although the P4wC discourse has already dealt with these questions over the last few decades, it seems that there is still a need for further clarification. This paper provides an overview of the main points of criticism, which form the starting point of the author's Polylogical Process Model of (Elementary-)Philosophical Education (PPEE model). This interdisciplinary approach, which is based on the constructivist conceptual change/growth theory of Stella Vosniadou and William Brewer, attempts to add new perspectives to two central questions addressing the P4wC movement: first, can P4wC actually be called philosophy?; second, do children have the cognitive abilities to engage in philosophical discourse? In addition, the question arises as to which pedagogical considerations based on constructivist learning theory could be added to P4wC methodology? The aim of the interdisciplinary PPEE model is to build a broader scientific foundation that has the potential to reduce the main points of criticism of the P4wC movement. [ABSTRACT FROM AUTHOR]

This paper reports an analysis of the building of gender awareness through a pedagogical intervention on men and also masculinities from a genderbased perspective in educational spaces in Guadalajara, Mexico. The work is resultant from the recollection of experiences of a workshop performed with four different groups composed of men and women. The outcomes show the way in which all the participants reflect and dialogue about the meanings, practices, identifications and gender relations of men. Based on the theoretical contributions from constructivism in education and gender studies on men, it is advocated the notion of "building gender awareness" as a proposal of a theoretical and political category to understand the process of reflexivity. The people participating in this process, through reflection of the personal experience and collective dialogue, were able to identify various problematic gender practices among men such as violence, risk behaviors and lack of co-responsibility at home, school, work, as well as in the exercise of sexuality and affective relationships. [ABSTRACT FROM AUTHOR]

In this 50th anniversary of the Jean Piaget Society, we have been asked to celebrate The Having of Wonderful Ideas and Other Essays on Teaching and Learning (Duckworth, 2006) – winner of the 1988 AERA award for outstanding research contribution in the areas of teaching and teacher education, now in its 3rd edition, published on four continents, in 7 languages. We have taken the name that Inhelder gave to Piaget's research method – Critical Exploration – as the basis for the name of our approach to teaching – Critical Exploration in the Classroom. In this paper, we talk about what that name and this book mean to our teaching and to constructivism. Each one of the four authors has written one section, allowing us to present several different aspects of the book. [ABSTRACT FROM AUTHOR]

This study examines whether the Internet of Toys (IoToys) (de)limits children's make‐believe play and whether the functionality and manipulatives offered by the IoToys serve as motivational pleasure (tactile, virtual and visual) for children to engage in make‐believe play. Combining Piagetian and Vygotskian ideas of play as a unity of cognition and social context, we consider IoToys as a motivational conduit for children's symbolic actions that leads to make‐believe play. Qualitative methodology was employed using observations of young children at home when interacting with IoToys (total n = 10 families) from England (n = 5 families) and Australia (n = 5 families). Data showed that children's interaction does not limit the development of their make‐believe play as they engage in imitation schemata and create imaginative situations within and beyond the intended pre‐programmed functions of the IoToy. To conclude, it is argued that instead of differentiating virtual and physical play, we should (re)think play with multimodal playscape lenses. Practitioner notesWhat is already known about this topic Children from a very young age engage with mainly touch screen technology and this engagement has led to the discourse of digital play inquiries.When children use technology, they create imaginary situations that leads to make‐believe play.What this paper adds Research on the haptic technologies is still in an embryonic stage. Thus, this paper aims to examine how children engage with this new developing technology in home‐based settings.The findings of our research suggest that when haptic technological tools are used by children, this leads to make‐believe play using physical and virtual spaces as a continuum of child's learning and development.Implications for practice and/or policy As children's interactions with haptic technologies showed that they exhibit motivated actions and psychologically triggered interactions, this calls for parent‐educator partnerships to foster a pedagogy that embeds a poly‐pronged approach (digital, virtual, visual, physical) which enhances children's multimodal playscapes. [ABSTRACT FROM AUTHOR]

This paper discusses the importance of a constructivist approach for a more nuanced understanding of terrorism. The limitations of traditional terrorism studies and the research biases that exist in mainstream international relations theory are outlined. The case for a constructivist analysis of terrorism is then discussed by elaborating on how engaging with construction of ideas and identities contributes to existing scholarship on terrorism. The constructivist lens is then used to view the Islamic State and understand the ideas and motivations of the recruits. Finally, the paper argues for a counter-terrorism policy that includes a constructivist approach which is discourse-centric and equipped to address the underlying causes of terror and violence. [ABSTRACT FROM AUTHOR]

Mainstream approaches in comparative education have paid more attention to trends in donors' priorities than to policy processes in recipient countries, overlooking the agency of national governments in the institutional configuration of vocational education and training (VET) in developing contexts. Drawing on constructivist political economy and historical institutionalist frameworks, the paper analyses the role played by global development paradigms and ideas in the VET policy reforms adopted in Chile during the period between 1964 and 2005. The study shows how the selective adoption of international development ideas in Chile was mediated by the ideological orientation of national government administrations in each historical period. It also shows how the main goals of VET policies evolved as the economy tertiarised and the demand for education grew among lower social classes. Finally, the paper identifies the military dictatorship as a path-shaping moment in the institutional configuration of VET in Chile, as it was able to impose a radical transformation of the system from central planning to decentralised market competition. This profound transformation generated institutional path-dependencies that restricted the capacity of future democratic governments to reverse the market model in VET. [ABSTRACT FROM AUTHOR]

Peer group mentoring can serve as a meaningful developmental experience and outlet for women. Historically, as well as in contemporary contexts, women have been excluded from traditional mentoring relationships and developmental opportunities. In this paper, the authors utilize the lived experiences and voices of one dozen executive-level professional women to highlight how peer group mentoring can serve as a valuable developmental experience. This study illuminates that these peer group mentoring experiences were a catalyst for development due to (a) mutual engagement by the mentoring collaborators; (b) shared dialogue and learning; and (c) support for one another within and beyond the Circle gatherings. [ABSTRACT FROM AUTHOR]

The constructivist approach to acquiring new knowledge has very much been appreciated by foreign language practitioners for optimal learning. The E-Model, developed by Atkins & Karplus (1962) as a research-based approach implies that the learners construct new knowledge on their own (Lynch, 2017). The present paper then suggests the implementation of the instructional E-Model in teaching scientific content to Master students through a Self- Directed Approach. The study is exploratory and experimental in its scope and aims at unleashing university students' desire to construct new knowledge through a reflective model composed of a set of stages: engagement, exploration, explanation, elaboration, and evaluation. Participant observation was used as a tool to obtain qualitative data. The findings demonstrated that the EModel was effective as a constructivist teaching approach for a great majority of the students, and this was reflected through their skills in presenting and manipulating new information. In addition to their cognitive development, the students' self-confidence and self-esteem were very much enhanced. [ABSTRACT FROM AUTHOR]

With the rapid development of information technology and the influence of the COVID-19 pandemic, online learning has become an important supplement to the teaching organization form of basic education and higher education. In order to increase user stickiness and improve learning performance, gamification elements are widely introduced into online learning situations. However, scholars have drawn different conclusions on the impact of game-based competition on online learning performance. This study is based on field theory and constructivist learning theory. Taking the online interaction of the curriculum platform as the situation, psychological capital as the intermediary variable and connected classroom atmosphere as the adjustment variable, this paper constructs an interaction model between game competition and online learning performance and discusses in depth the intermediary effect of psychological capital and the adjustment effect of a connected classroom atmosphere. The results show that game-based competition has a significant positive effect on learning performance, and the effect of direct competition is better than that of indirect competition; the self-efficacy dimension of psychological capital plays an intermediary role between direct competition and learning performance, and the resilience dimension plays an intermediary role between competition and learning performance; and a connected classroom atmosphere plays a regulating role in the dimensions of game competition, knowledge mastery and knowledge innovation. [ABSTRACT FROM AUTHOR]

Due to the increasing progress of IT and cloud computing technology, traditional teaching methods and instructional resources can no longer meet the needs of modern education. How to use network technology to optimize classroom teaching and improve the quality and effect of online education is a topic worthy of in-depth discussion. Based on the current situation of English online education, this paper analyzes the theoretical basis and application status of cloud computing and puts forward the optimization strategy of English online education under the network environment, combining with the theories of constructivism and collaborative learning and building an instructional resource sharing management system based on cloud computing. The system can provide a great quantity of high-quality instructional resources for English online education and further promote the optimization of English online education. [ABSTRACT FROM AUTHOR]

While education increasingly relies on social media technologies to provide richer learning experiences, the rigid and course-centric design of curricula still imposes a challenge for students to construct meaningful connections between social media and formal learning. Building on the knowledge graphs' potential to establish semantic links among data entities, this paper investigates to what extent knowledge graph-based tools help students with integrating and accessing transdisciplinary social media content in formal courses, and contribute to constructivism in online learning environments? This study proposes a framework that includes a set of tools built on a novel knowledge graph designed to help educators in exposing detailed coverage of their formal courses through explicit concepts, which can serve as building blocks for students to integrate and access transdisciplinary social media content in formal learning settings. The framework is piloted in a business school where 180 students used these tools in an information systems (IS) course. The preliminary results indicate the majority (around 68%) of materials shared and accessed by students through this framework was connected to other disciplines beyond IS, reflecting the possible creation and exploration of transdisciplinary links between social media content and formal courses. Thirty-three students were interviewed to evaluate their opinion on the tools with respect to social constructivism in online learning environments. The interviews provide initial insights on the tools' potential to promote constructivism by supporting collaborative, learner-centered, high-quality, authentic, facilitated, and interactive learning principles. The study helps students and educators better integrate and access emerging social media content in formal courses. [ABSTRACT FROM AUTHOR]

The pedagogical paradigms of Direct instruction (behaviorism/objectivism) and Constructivism are often seen as opposing paradigms at the ends of an instructional design continuum. Unfortunately, this view makes the two approaches mutually exclusive. Designers must use the one at the expense of the other. A previous study proposed that the two approaches should be integrated along two axes, producing a matrix of four quadrants of learning, called "injection", "immersion", "construction" and "integration". This model maps directly onto the Cynefin framework of knowledge management that contains four knowledge domains, "known", "chaos", "complex" and "knowable". The combined models allow for a mix of direct, or constructivist teaching and learning. The problem is that the model addresses only two elements of the pedagogical triangle of teacher, content, and learner. It integrates knowledge domains (learning material) with direct and generative approaches to teaching but is silent on the needs of learners. In this paper we propose an extension of the model to add learner mastery to the domains of knowledge, and teaching and learning methods to extend the current decision matrix by adding the learning curve. We consider the metrics for deriving a learning curve, and then fit the required- or expected level of competency and the learner's level of general competency to the learning curve. We then map the curve to the four quadrants to establish when a particular quadrant is appropriate at a specific phase of the learning curve. This improved model may assist teachers, (lecturers, instructional designers) and learners to select appropriate pedagogical paradigms and methods, based on the domain of knowledge and learners' mastery of learning outcomes. Finally, we propose a sequential approach to selecting learning paradigms, based on how much of the material has been mastered. [ABSTRACT FROM AUTHOR]

Given growing systemic investment in the designing of new learning spaces, researching the relationships between physical space and learning and teaching processes is imperative. Researching innovative learning spaces is challenging, therefore the aim of this paper is to demonstrate a pedagogical characterization based on a three‐dimensional theoretical framework. The study presented here includes three schools in the process of implementing a constructivist pedagogical change involving gradual development of educational intiatives including the redesigning of learning spaces. We characterized learning environments by space, pedagogical practices and curricular potential and explored the relationships between space, active learning and the development of high‐order thinking skills (HOT). Characterization of teaching and learning processes was based on interviews with 12 teachers, 478 class observations and analysis of 307 learning tasks. The findings indicate a higher expression of active learning in the innovative learning spaces compared with the traditional spaces. Nevertheless, results demonstrated difficulties in designing constructivist learning tasks and developing HOT skills, with relatively low encouragement for problem solving skills and critical thinking. Learning tasks were characterized by low cognitive complexity. This study provides a new methodology for investigating teaching and learning processes in innovative learning spaces. [ABSTRACT FROM AUTHOR]

Intracultural learning emphasises the importance of understanding one's own culture and that of foreign countries; furthermore, it involves sharing relevant opinions with people from around the world and developing an understanding and acceptance of differences. In order to immerse students in foreign countries to experience the cultures and environment, this study used spherical video‐based virtual reality (SVVR) to present authentic contexts. By referring to previous research and the constructivism learning theory, this study proposed the question, observation, and organisation (QOO)‐based SVVR approach. The aim of the proposed approach was to strengthen students' presentation performance, enrich their discussion, and increase their engagement. To investigate the effects of the QOO‐based SVVR approach, a quasi‐experiment was conducted in a cultural course, with a total of 60 high school students from two classes. The experimental group students used the QOO‐based SVVR approach to learn knowledge of world cultures, while the control group students learned with the conventional SVVR approach by observing in the SVVR environment, and then having team discussions and completing worksheets. The findings showed that the QOO‐based SVVR approach significantly enhanced the students' world cultures presentation performance in terms of accuracy, organisation, and relevance. The results showed a significant difference between the different learning approaches regarding acceptance of the use of SVVR. The interview results further indicated that the students learning with the QOO‐based SVVR approach had a greater tendency to learn to make more accurate, organised, and relevant presentations due to the benefits of the graphical learning methods, and to express their thoughts freely. On the other hand, there was no significant difference between the two groups' classroom engagement. Accordingly, discussion of the findings, limitations, and suggestions for future research are provided. Practitioner notesWhat is already known about this topicThe potential of spherical video‐based virtual reality (SVVR) in educational domains has been highlighted by researchers.In the VR‐supported learning process, a proper teaching approach should be considered to guide students to engage in meaningful learning.What this paper addsThe Question, Observation and Organization (QOO)‐based SVVR approach based on constructivism learning theory was proposed to promote students' intracultural learning.The QOO‐based SVVR approach promoted students' world cultures presentation performance in terms of accuracy, organization, and relevance, as well as the acceptance of the use of SVVR.Implications for practice and/or policyThe QOO‐based SVVR approach is a potential approach for teachers to guide students in VR‐supported learning process.The tools utilized in each stage can be replaced by other tools with similar functions for different learning contexts, such as using the repertory grid method in the "Organization" stage for science learning.Future research can integrate the QOO‐based SVVR approach into other teaching modes, such as flipped classrooms or inquiry‐based learning. [ABSTRACT FROM AUTHOR]

Self-directed learning and creativity are critical workplace competences that are important to foster in formal educational settings. Previous studies have identified a relationship between self-directed learning and creativity, but the specific nature of this relationship is unclear. The purpose of the present theoretical paper is to examine through a literature review the possibility that creative learning outcomes can be supported through a self-directed learning process. The importance of considering self-directed learning in the context of adult learning – as a pragmatic learning process – is outlined. A conclusion is drawn that (1) creative learning outcomes are potentially supported through self-directed learning, and (2) in the process, teachers can provide support to learners in three distinct different ways. A variety of pragmatic educational activities that may enable self-directed learning and creative learning outcomes are discussed, including experiential learning; workplace simulations; and problem-, case-, and (e-) portfolio-based learning. In these activities, teacher support seems advantageous for many learners. The three distinct dimensions of teacher support identified in the present paper are important to consider in further empirical studies on self-directed learning. [ABSTRACT FROM AUTHOR]

Background: Slade ["Do the Structures Used by International Hockey Coaches for Practising Field-Goal Shooting Reflect Game Centred Learning Within a Representative Learning Design?" The International Journal of Sport Science and Coaching 10 (4): 655–668] argued that because no two students learn or conceive knowledge in exactly the same way, teaching contexts require a flexible approach to instruction, based on a methodological continuum of empirical to radical constructivism. In short, providing novice learners with sufficient opportunities to learn requires flexibility and a holistic experiential approach to teaching that is appropriate for the learner, activity and context. Purpose: This paper examines an evolving understanding of TGfU and Game-Centred Learning (GCL). The medium for articulating this is through the presentation of a proposed model of GCL. At the heart of this model is the notion of play, invented games and its attendant qualities of creativity, fun, affiliation and exploration. The process of arriving at this model of GCL has involved an evaluation of various models of GCL, and exploring associated questions related to teaching games, especially for the generalist teacher. Discussion: This proposed model also reflects a discussion of arguments along ideological continuums of instruction in games; for example, should fundamental movement skills (FMS) be taught before game instruction or should game pedagogy be solely based on GCL? In this paper, these positions are brought together through reference to Fundamental Game Skills [Smith, W. "Fundamental Movement Skills and Fundamental Games Skills Are Complementary Pairs and Should be Taught in Complementary Ways at all Stages of Skill Development." Sport, Education and Society 21 (3): 431–442], the application of complexity theory [Ovens, A., T. Hopper, and J. Butler. 2013. Complexity Thinking in Physical Education: Reframing Curriculum, Pedagogy and Research. Oxon: Routledge], and complementary learning in skill acquisition [Kelso, J. A. S., and D. A. Engstrom. 2006. The Complementary Nature. Cambridge, MA: MIT Press]. Smith's practitioner position provides further justification for a GCL model from a skill acquisition perspective. Conclusion: The proposed model of GCL focuses on flexibility and pragmatism, with the intent of making a GCL approach accessible to those who teach games to novices or to more experienced athletes. [ABSTRACT FROM AUTHOR]

In recent times, there has been a strong focus on moving university teaching away from a so-called 'instructivist', lecture-centred mode, in which the focus is on what teachers are doing, towards a more student-centred 'constructivist' approach, centred on active learning and students' own constructions of knowledge. This paper considers the tensions and challenges raised by the ways in which constructivist ideas are being taken up in higher education, highlighting two particular issues (1) the positioning of curriculum knowledge as settled and easily transferable across modes of teaching; and (2) the neglect of important disciplinary differences as a result. These issues are explored in relation to two particular case studies of universities introducing new online learning reforms. These case studies show the problems potentially raised by the limited attention to curriculum in the push for more constructivist pedagogies, including a limited interpretation of what constructivist teaching entails and an inattention to the conditions required for its practice. [ABSTRACT FROM AUTHOR]

Behaviorism and constructivism provide different understandings of the learning process. This paper critically analyses these two learning theories in terms of how they organize and support learning and compares the different manifestations of their application with students with emotional and behavioral disorders (EBD). The author's own experiences are also used to analyze teaching practice based on these two learning theories. The article concludes by suggesting that authentic teaching situations should combine the two teaching methods and be tailored to students' needs. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to carry out a study on the epistemological beliefs that professors from the Mathematics Department of the Technological University of Pereira, Colombia, expressed, concerning the teaching and learning process of differential calculus, and more specifically the mathematical object derivative in a course named Mathematics I. This research aims to analyze epistemological beliefs that mathematics professors at this university have in relation to the epistemological process of teaching and learning differential calculus. A multiple case study was carried out, by conducting thirty-nine interviews with the same number of teachers who have taught the subject Mathematics I. Semantic Networks were designed to represent their epistemological beliefs about their vision against the branch of mathematics called differential calculus. A constructivist conception of the teaching of differential calculus by teachers was found, emphasizing the concepts and focusing on the teaching of applied mathematics. The teachers considered that the concepts of limits and functions should precede the teaching of the derivative. Differential calculus must be learned as it will serve as the foundation of other professional training courses; some teachers considered that this branch of mathematics has applications in the working life of the future engineer. [ABSTRACT FROM AUTHOR]

In this paper, I discuss the potential transformations to teach K-12 geometry topics with the technology of 3D Pens, which enabled 3D models to be created instantly via one's moving hands. I draw on an example of using constructionist learning activities with 3D Pens to teach young children, 'how tall is the triangle?' [ABSTRACT FROM AUTHOR]

This paper describes the enlargement of the initial conception of formative assessment with reference to constructivist, sociocultural and situated theories of learning and the concept of co-regulation. It reviews research on student involvement in formative assessment practices (self-assessment, peer assessment, whole-class discussions of criteria and exemplars) in the area of writing, with a focus on primary school classrooms. Student participation in the co-construction of formative assessment is illustrated by qualitative observations from a study of a writing activity carried out in grades 5 and 6. The observations are discussed in relation to findings from other research and implications are presented for teacher professional development and for future studies of formative assessment of writing. [ABSTRACT FROM AUTHOR]

Digital play is a pedagogical construct used in early childhood to explain young children's engagement with technologies. Digital play draws upon theories of play to explain young children's learning with technologies. This paper proposes the further development of digital play by examining how the digital aspect of digital play may also be interpreted. This is achieved using the notion of technical code from critical constructivism to show how historically-valued knowledge shapes technology use in practice. Technical code illustrates how alternative knowledge sources can be used to remediate technological understandings in practice, known in sociocultural terms as new knowledge formations. [ABSTRACT FROM AUTHOR]

Interest in the flipped classroom in higher education has burgeoned despite the literature revealing that the effects on assessment outcomes remain elusive. In this paper, we present the results of an empirical analysis designed to compare the impact on assessment outcomes of different approaches to the flipped classroom (didactic and non-didactic). Focusing on a cohort of Intermediate Economics students we investigated the influence of these approaches on their examination results by utilising an OLS (Ordinary Least Squares) regression and probit followed by quantile regression. Our analysis revealed small positive effects when students were exposed to the 'non-didactic' flipped classroom but no effect when pre-lecture materials were used didactically to mimic the material given in traditional lectures. This study demonstrates the need for further meta-analysis and longitudinal studies to investigate the relationship between different forms of the flipped classroom and student assessment outcomes. [ABSTRACT FROM AUTHOR]

Independent work and silent classrooms appear to be part of a wider discourse adopted by some schools across England and promoted as good practice by England's Education Secretary. This paper explores the effect of grouped and individual seating on the engagement of four boys in small group sessions teaching the English Language GCSE. Observations show how behaviour was detrimental when pupils were sat independently and in rows but improved when they were grouped together. The social constructivist elements of learning facilitated by grouped seating helped pupils find English relevant to their own lives and made the lesson more accessible. [ABSTRACT FROM AUTHOR]

The past 40 years have been characterized by an ongoing shift in the rationale underlying the use of educational technologies – an earlier emphasis on efficiency and engagement has been overshadowed by a vision centered on educational technologies' capacity to facilitate authentic learning in the inauthentic school context. However, despite its intuitive appeal, authenticity is a vague and contestable concept that warrants further scrutiny. Accordingly, this theoretical paper sets out to offer a conceptual analysis of the various meanings of authenticity in educational discourse, and to examine how these both shape and obfuscate arguments concerning educational technologies. To do so, I identify two key ambiguities inherent in the concept of authenticity: (1) whether authenticity relies on correspondence to real-world contexts (is), or aims to tap into a deeper essence of an individual or phenomenon (ought); (2) whether authenticity is mainly viewed from a supposedly objective perspective (external), or aims to capture individuals' subjective experiences (internal). The depiction of technology as authentic, along with the conflations between its various meanings, serve to naturalize existing patterns of technology use, while obscuring the ways in which they are shaped by social, political and pedagogical considerations that should remain open to evaluation and critique. [ABSTRACT FROM AUTHOR]

What can we learn from K-5 science teachers who have integrated science and creative dance for a five-year period? In this paper, the preliminary findings of the qualitative research conducted by a constructivist elementary charter school principal, a university dance professor, and an educational researcher is presented.This research highlights the experiences of science teachers who were given professional development in science/creative dance integration each semester and implemented arts integration strategies in the science classroom. To conclude the five-year period, the six teachers completed a questionnaire and participated in a videotaped interview to document their reflections on the project, Dance of Science Project (DoS), which serves as the primary data source for this paper. An interpretive methodology is used as a framework for interpreting the interviews of the teachers. Of interest is how teachers developed arts integration practices on their own in the classroom without being in partnership with a dance educator, and how arts integration in the science class supported their constructivist teaching practices which include elements of co-operation, autonomy, experimentation, play, and interest. In addition, the article discusses how creative dance aligns with the elements of constructivism. [ABSTRACT FROM AUTHOR]