The complex zone of constructivist teaching: a multi-case exploration in primary classrooms

References

• Allas, R., Ä. Leijen, andA.Toom. 2016. “ Supporting the Construction of Teacher’s Practical Knowledge through Different Interactive Formats of Oral Reflection and Written Reflection.” Scandinavian Journal of Educational Research, 61: 600–615. E-publication ahead of print.
   Google Scholar
• Belo, N. A. H., J. H. van Driel, K. van Veen, and N. Verloop. 2014. “Beyond the Dichotomy of Teacher- versus Student-focused Education: A Survey Study on Physics Teachers’ Beliefs about the Goals and Pedagogy of Physics Education.” Teaching and Teacher Education 39: 89–101.10.1016/j.tate.2013.12.008
   Web of Science ®Google Scholar
• Biesta, G. 2011. “Transcendence, Revelation, and the Constructivist Classroom: Or, in Praise of Teaching.” Philosophy of Education Yearbook: 358–365.
   Google Scholar
• Biesta, G. J. J., and B. S. Stengel. 2016. “Thinking Philosophically about Teaching.” In Handbook of Research on Teaching. 5th ed., edited by D. H. Gitomer and C. A. Bell, 7–67. Washington, DC: AERA.10.3102/978-0-935302-48-6
   Google Scholar
• Boghossian, P. 2012. “Critical Thinking and Constructivism: Mambo Dog Fish to the Banana Patch.” Journal of Philosophy of Education 46 (1): 73–84.10.1111/jope.2012.46.issue-1
   Web of Science ®Google Scholar
• Brooks, J. G., and M. G. Brooks. 1999. In Search of Understanding: The Case for Constructivist Classrooms. Alexandria: ASCD.
   Google Scholar
• Brophy, J. E. 2006. “Graham Nuthall and Social Constructivist Teaching: Research-based Cautions and Qualifications.” Teaching and Teacher Education 22: 529–537.10.1016/j.tate.2006.01.008
   Web of Science ®Google Scholar
• Burbules, N. 2000. “Moving beyond the Impasse.” In Constructivism in Education: Opinions and Second Opinions on Controversial Issues, edited by D. C. Phillips, 308–330. Chicago, IL: NSSE.
   Google Scholar
• Çetin-Dindar, A., Z. D. Kırbulut, and Y. Boz. 2014. “Modelling between Epistemological Beliefs and Constructivist Learning Environment.” European Journal of Teacher Education 37 (4): 479–496.10.1080/02619768.2014.944614
   Web of Science ®Google Scholar
• Cobern, W. W., and C. C. Loving. 2008. “An Essay for Educators: Epistemological Realism Really is Common Sense.” Science and Education 17 (4): 425–447.10.1007/s11191-007-9095-5
   Google Scholar
• Cobern, W. W., D. Schuster, B. Adams, B. Applegate, B. Skjold, A. Undreiu, C. C. Loving, and J. D. Gobert. 2010. “Experimental Comparison of Inquiry and Direct Instruction in Science.” Research in Science and Technological Education 28 (1): 81–96.10.1080/02635140903513599
   Web of Science ®Google Scholar
• Conner, L. N. 2013. “Students’ Use of Evaluative Constructivism: Comparative Degrees of Intentional Learning.” International Journal of Qualitative Studies in Education 27 (4): 472–489.
   Google Scholar
• Creswell, J. W. 2009. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Darling-Hammond, L. 2010. “Teacher Education and the American Future.” Journal of Teacher Education 61 (1–2): 35–47.10.1177/0022487109348024
   Web of Science ®Google Scholar
• Dochy, F., I. Berghmans, E. Kyndt, and M. Baeten. 2011. “Contributions to Innovative Learning and Teaching? Effective Research-based Pedagogy – A Response to TLRP’s Principles from a European Perspective.” Research Papers in Education 26 (3): 345–356.10.1080/02671522.2011.595545
   Web of Science ®Google Scholar
• Fenstermacher, G. D. 1999. “Method, Style and Manner in Classroom Teaching.” Paper presented at the Annual Meeting of the American Educational Research Association, Montreal, Canada.
   Google Scholar
• Fenstermacher, G. D. 2001. “On the Concept of Manner and Its Visibility in Teaching Practice.” Journal of Curriculum Studies 33 (6): 639–653.10.1080/00220270110049886
   Web of Science ®Google Scholar
• Fenstermacher, G. D., and V. Richardson. 2005. “On Making Determinations of Quality in Teaching.” Teachers College Record 107 (1): 186–213.10.1111/tcre.2005.107.issue-1
   Web of Science ®Google Scholar
• Fenstermacher, G. D., and J. F. Soltis. 2009. Approaches to Teaching. New York: Teachers College Press.
   Google Scholar
• Feyzioglu, E. 2012. “Science Teachers’ Beliefs as Barriers to Implementation of Constructivist-based Education Reform.” Journal of Baltic Science Education 11 (4): 302–317.
   Web of Science ®Google Scholar
• The Finnish Ministry of Education and Culture. 2004. Perusopetuksen opetussuunnitelman perusteet [The Finnish National Core Curriculum for Basic Education]. Helsinki: Finnish National Board of Education.
   Google Scholar
• The Finnish Ministry of Education and Culture. 2014. Perusopetuksen opetussuunnitelman perusteet [The Finnish National Core Curriculum for Basic Education]. Helsinki: Finnish National Board of Education.
   Google Scholar
• Fox, R. 2001. “Constructivism Examined.” Oxford Review of Education 27 (1): 23–35.10.1080/03054980125310
   Web of Science ®Google Scholar
• Gage, N. L. 2009. A Conception of Teaching. New York: Springer.10.1007/978-0-387-09446-5
   Google Scholar
• Gholami, K., and J. Husu. 2010. “How Do Teachers Reason about Their Practice? Representing the Epistemic Nature of Teachers’ Practical Knowledge.” Teaching and Teacher Education 26: 1520–1529.10.1016/j.tate.2010.06.001
   Web of Science ®Google Scholar
• Goldman, A. I. 1999. Knowledge in a Social World. Oxford: Oxford University Press.10.1093/0198238207.001.0001
   Google Scholar
• Goodwin, D. R. 2013. “Blending Traditional and Constructivist Teaching: How One Teacher Goes about It in a U.S. Middle School Mathematics Classroom.” In From Teacher Thinking to Teachers and Teaching: The Evolution of a Research Community, edited by C. J. Craig, P. C. Meijer, and J. Broeckmans, 479–501. Bingley, UK: Emerald Publishers.10.1108/art
   Google Scholar
• Gordon, M. 2008. “Between Constructivism and Connectedness.” Journal of Teacher Education 59 (4): 322–331.10.1177/0022487108321379
   Web of Science ®Google Scholar
• Grossman, P., K. Hammerness, and M. McDonald. 2009. “Redefining Teacher: Re-imagining Teacher Education.” Teachers and Teaching 15 (2): 273–289.10.1080/13540600902875340
   Web of Science ®Google Scholar
• Hattie, J. A. C. 2008. Visible Learning. A Synthesis of over 800 Meta-analyses Relating to Achievement. London: Routledge.
   Google Scholar
• Herrington, J., and R. Oliver. 2000. “An Instructional Design Framework for Authentic Learning Environments.” Educational Technology Research and Development 48 (3): 23–48.10.1007/BF02319856
   Web of Science ®Google Scholar
• Hmelo-Silver, C. E. 2004. “Problem-based Learning: What and How Do Students Learn?” Educational Psychology Review 16 (3): 235–266.10.1023/B:EDPR.0000034022.16470.f3
   Web of Science ®Google Scholar
• Hmelo-Silver, C. E., R. G. Duncan, and C. A. Chinn. 2007. “Scaffolding and Achievement in Problem-based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006).” Educational Psychologist 42 (2): 99–107.10.1080/00461520701263368
   Web of Science ®Google Scholar
• Holma, K. 2004. “Plurealism and Education: Israel Scheffler’s Synthesis and Its Presumable Educational Implications.” Educational Theory 54 (4): 419–430.10.1111/edth.2004.54.issue-4
   Google Scholar
• Husu, J. 2004. “A Multifocal Approach to Study Pedagogical Ethics in School Settings.” Scandinavian Journal of Educational Research 48 (2): 123–140.10.1080/0031383042000198503
   Google Scholar
• Jonassen, D. H., K. L. Peck, and B. G. Wilson. 1999. Learning with Technology: A Constructivist Perspective. New Jersey: Merril.
   Google Scholar
• Jonassen, D. H., and L. Rohrer-Murphy. 1999. “Activity Theory as a Framework for Designing Constructivist Learning Environments.” Educational Technology Research and Development 47 (1): 61–79.10.1007/BF02299477
   Web of Science ®Google Scholar
• Joyce, B., and E. Calhoun. 2009. “Three Sides of Teaching: Styles, Models, and Diversity.” In International Handbook of Research on Teachers and Teaching, edited by L. J. Saha and A. W. Dworkin, 645–652. New York: Springer.10.1007/978-0-387-73317-3
   Google Scholar
• Kalyuga, S., P. Ayres, P. Chandler, and J. Sweller. 2003. “The Expertise Reversal Effect.” Educational Psychologist 38 (1): 23–31.10.1207/S15326985EP3801_4
   Web of Science ®Google Scholar
• Kansanen, P. 2004. Opetuksen käsitemaailma [Core Concepts of Teaching]. Jyväskylä: PS-Kustannus.
   Google Scholar
• Kansanen, P., K. Tirri, M. Meri, L. Krokfors, J. Husu, and R. Jyrhämä. 2000. Teachers’ Pedagogical Thinking: Theoretical Landscapes, Practical Challenges. New York: Peter Lang.
   Google Scholar
• Karagiorgi, Y., and L. Symeou. 2005. “Translating Constructivism into Instructional Design: Potential and Limitations.” Educational Technology and Society 8 (1): 17–27.
   Web of Science ®Google Scholar
• Kingir, S., Y. Tas, G. Gok, and S. S. Vural. 2013. “Relationships among Constructivist Learning Environment Perceptions, Motivational Beliefs, Self-regulation and Science Achievement.” Research in Science and Technological Education 31 (3): 205–226.10.1080/02635143.2013.825594
   Web of Science ®Google Scholar
• Kirschner, P. A., J. Sweller, and R. J. Clark. 2006. “Why Minimal Guidance during Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-based, Experiential, and Inquiry-based Teaching.” Educational Psychologist 41 (2): 75–86.10.1207/s15326985ep4102_1
   Web of Science ®Google Scholar
• Kivelä, A., and P. Siljander. 2013. “Psychologism in Finnish Educational Science: From Herbartianism to Constructivism.” Scandinavian Journal of Educational Research 57 (4): 369–384.10.1080/00313831.2012.656282
   Web of Science ®Google Scholar
• Korthagen, F., J. Loughran, and T. Russell. 2006. “Developing Fundamental Principles for Teacher Education Programs and Practices.” Teaching and Teacher Education 22 (8): 1020–1041.10.1016/j.tate.2006.04.022
   Web of Science ®Google Scholar
• Kotzee, B. 2010. “Seven Posers in the Constructivist Classroom.” London Review of Education 8 (2): 177–187.10.1080/14748460.2010.487340
   Google Scholar
• Kuhn, D. 2007. “Is Direct Instruction an Answer to the Right Question?” Educational Psychologist 42 (2): 109–113.10.1080/00461520701263376
   Web of Science ®Google Scholar
• Lehto, J. E. 2005. “Konstruktivismi peruskoulun didaktiikan ohjenuoraksi? Kriittinen katsaus eräisiin suomalaisiin sovellutuksiin.” [Constructivism as a Cornerstone of Teaching in Comprehensive School? A Critical Review of Some Finnish Applications.] The Finnish Journal of Education Kasvatus 36 (1): 7–19.
   Google Scholar
• Liou, P.-Y., and H.-N. J. Ho. 2016. “Relationships among Instructional Practices, Students’ Motivational Beliefs and Science Achievement in Taiwan Using Hierarchical Linear Modelling.” Research Papers in Education: 1–16. doi:10.1080/02671522.2016.1236832.
   Web of Science ®Google Scholar
• MacPhail, A., D. Tannehill, and G. Goc Karp. 2013. “Preparing Physical Education Preservice Teachers to Design Instructionally Aligned Lessons through Constructivist Pedagogical Practices.” Teaching and Teacher Education 33: 100–112.10.1016/j.tate.2013.02.008
   Web of Science ®Google Scholar
• Matthews, M. R. 2002. “Constructivism and Science Education: A Further Appraisal.” Journal of Science Education and Technology 11 (2): 121–134.10.1023/A:1014661312550
   Google Scholar
• Matthews, W. J. 2003. “Constructivism in the Classroom: Epistemology, History, and Empirical Evidence.” Teacher Education Quarterly 30 (3): 51–64.
   Google Scholar
• Maxwell, J. A. 2010. “Using Numbers in Qualitative Research.” Qualitative Inquiry 16 (6): 475–482.10.1177/1077800410364740
   Web of Science ®Google Scholar
• Mayer, R. E. 2009. “Constructivism as a Theory of Learning versus Constructivism as a Prescription for Instruction.” In Constructivist Instruction – Success or Failure?, edited by S. Tobias and T. Duffy, 184–200. New York: Routledge.
   Google Scholar
• Miles, M. B., and M. A. Huberman. 1994. Qualitative Data Analysis. An Expanded Sourcebook. 2nd ed. Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Miller, K., and X. Zhou. 2007. “Learning from Classroom Video: What Makes It Compelling and What Makes It Hard.” In Video Research in the Learning Sciences, edited by R. Goldmann, R. Pea, B. Barron, and S. J. Derry, 321–334. Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Nie, Y., and S. Lau. 2010. “Differential Relations of Constructivist and Didactic Instruction to Students’ Cognition, Motivation, and Achievement.” Learning and Instruction 20: 411–423.10.1016/j.learninstruc.2009.04.002
   Web of Science ®Google Scholar
• Phillips, D. C. 1995. “The Good, the Bad, and the Ugly: The Many Faces of Constructivism.” Educational Researcher 24 (7): 5–12.10.3102/0013189X024007005
   Google Scholar
• Piaget, J. 1979. The Origin of Intelligence in the Child. Translated by M. Cook. London: Routledge and Kegan Paul.
   Google Scholar
• Pinar, W. F., W. M. Reynolds, P. Slattery, and P. M. Taubman. 2002. Understanding Curriculum. New York: Peter Lang.
   Google Scholar
• Pirie, S. E. B. 1996. “Classroom Video-recording: When, Why and How Does It Offer a Valuable Data Source for Qualitative Research?” Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Panama City, FL.
   Google Scholar
• Porcaro, D. 2011. “Applying Constructivism in Instructivist Learning Cultures.” Multicultural Education and Technology Journal 5 (1): 39–54.10.1108/17504971111121919
   Google Scholar
• Powell, A. B., J. M. Francisco, and C. A. Maher. 2003. “An Analytical Model for Studying the Development of Learners’ Mathematical Ideas and Reasoning Using Videotape Data.” The Journal of Mathematical Behavior 22: 405–435.10.1016/j.jmathb.2003.09.002
   Google Scholar
• Puolimatka, T. 1999. “Constructivism, Knowledge and Manipulation.” Philosophy of Education Yearbook: 294–301.
   Google Scholar
• Richardson, V. 2003. “Constructivist Pedagogy.” Teachers College Record 105 (9): 1623–1640.10.1046/j.1467-9620.2003.00303.x
   Web of Science ®Google Scholar
• Saldaña, J. 2009. The Coding Manual for Qualitative Researchers. Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Sato, M. 2014. “What is the Underlying Conception of Teaching of the edTPA?” Journal of Teacher Education 65 (5): 421–434.10.1177/0022487114542518
   Web of Science ®Google Scholar
• Savasci, F., and D. F. Berlin. 2012. “Science Teacher Beliefs and Classroom Practice Related to Constructivism in Different School Settings.” Journal of Science Teacher Education 23: 65–86.10.1007/s10972-011-9262-z
   Google Scholar
• Schmidt, H. G., S. M. M. Loyens, T. van Gog, and F. Paas. 2007. “Problem-based Learning is Compatible with Human Cognitive Architecture: Commentary on Kirschner, Sweller, and Clark (2006).” Educational Psychologist 42 (2): 91–97.10.1080/00461520701263350
   Web of Science ®Google Scholar
• Siljander, P. 2011. “What are We Looking for? Pro Critical Realism in Text Interpretation.” Journal of Philosophy of Education 45 (3): 493–510.10.1111/jope.2011.45.issue-3
   Web of Science ®Google Scholar
• Simons, H. 2014. “Case-study Research: In-depth Understanding in Context.” In The Oxford Handbook of Qualitative Research, edited by P. Leavy, 455–470. New York: Oxford University Press.
   Google Scholar
• Singer, F. M., and H. Moscovici. 2008. “Teaching and Learning Cycles in a Constructivist Approach to Instruction.” Teaching and Teacher Education 24: 1613–1634.10.1016/j.tate.2007.12.002
   Web of Science ®Google Scholar
• Sjølie, E. 2014. “The Role of Theory in Teacher Education: Reconsidered from a Student Teacher Perspective.” Journal of Curriculum Studies 46 (6): 729–750. doi:10.1080/00220272.2013.871754.
   Web of Science ®Google Scholar
• Slezak, P. 2010. “Radical Constructivism: Epistemology, Education and Dynamite.” Constructivist Foundations 6 (1): 102–111.
   Web of Science ®Google Scholar
• Stake, R. 2005. “Qualitative Case Studies.” In The SAGE Handbook of Qualitative Research. 3rd ed., edited by N. K. Denzin and Y. S. Lincoln, 443–466. Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Sutinen, A. 2008. “Constructivism and Education: Education as an Interpretative Transformational Process.” Studies in Philosophy and Education 27 (1): 1–14.
   Web of Science ®Google Scholar
• Terhart, E. 2003. “Constructivism and Teaching: A New Paradigm in General Didactics?” Journal of Curriculum Studies 35 (1): 25–44.10.1080/00220270210163653
   Web of Science ®Google Scholar
• Tirri, K. 2014. “The Last 40 Years in Finnish Teacher Education.” Journal of Education for Teaching: International Research and Pedagogy 40 (5): 600–609.
   Web of Science ®Google Scholar
• Tirri, K., and M. Ubani. 2013. “Education of Finnish Student Teachers for Purposeful Teaching.” Journal of Education for Teaching: International Research and Pedagogy 39 (1): 21–29.
   Web of Science ®Google Scholar
• Tobias, S. 2009. “An Eclectic Appraisal of the Success or Failure of Constructivist Instruction.” In Constructivist Instruction: Success or Failure?, edited by S. Tobias and T. M. Duffy, 335–350. New York: Routledge.
   Google Scholar
• Tobias, S., and T. M. Duffy, eds. 2009. Constructivist Instruction: Success or Failure? New York: Routledge.
   Google Scholar
• Toom, A., H. Kynäslahti, L. Krokfors, R. Jyrhämä, R. Byman, K. Stenberg, K. Maaranen, and P. Kansanen. 2010. “Experiences of a Research-based Approach to Teacher Education: Suggestions for Future Policies.” European Journal of Education 45 (2): 331–344.10.1111/(ISSN)1465-3435
   Web of Science ®Google Scholar
• Uredi, L. 2013. “The Relationship between the Classroom Teachers’ Level of Establishing a Constructivist Learning Environment and Their Attitudes towards the Constructivist Approach.” International Journal of Academic Research 5 (4): 50–55.10.7813/2075-4124.2013
   Google Scholar
• Uzuntiryaki, E., Y. Boz, D. Kirbulut, and O. Bektas. 2010. “Do Pre-service Chemistry Teachers Reflect Their Beliefs about Constructivism in Their Teaching Practices?” Research in Science Education 40: 403–424.10.1007/s11165-009-9127-z
   Web of Science ®Google Scholar
• Vitikka, E., L. Krokfors, and E. Hurmerinta. 2012. “The Finnish National Core Curriculum: Structure and Development.” In Miracle of Education, edited by H. Niemi, A. Toom, and A. Kallioniemi, 83–96. Rotterdam: Sense.10.1007/978-94-6091-811-7
   Google Scholar
• Vygostky, L. S. 1999. The Collected Works of L.S. Vygotsky. Translated by M. J. Hall. New York: Kluwer.
   Google Scholar
• Watts, M., and D. Bentley. 1987. “Constructivism in the Classroom: Enabling Conceptual Change by Words and Deeds.” British Educational Research Journal 13 (2): 121–135.10.1080/0141192870130202
   Google Scholar
• Weninger, C. 2017. “Problematising the Notion of ‘Authentic School Learning’: Insights from Student Perspectives on Media/Literacy Education.” Research Papers in Education: 1–16. doi:10.1080/02671522.2017.1286683.
   Web of Science ®Google Scholar
• Windschitl, M. 2002. “Framing Constructivism in Practice as the Negotiation of Dilemmas: An Analysis of the Conceptual, Pedagogical, Cultural, and Political Challenges Facing Teachers.” Review of Educational Research 72 (2): 131–175.10.3102/00346543072002131
   Web of Science ®Google Scholar
• Yin, R. 1989. Case Study Research. Design and Methods. Thousand Oaks, CA: Sage Publications.
   Google Scholar