Abstract
The constructivist perspectives outlined in this chapter contribute important insights about knowing, learning, and instruction as well as epistemological and theoretical foundations for designing principles-based constructivist learning environments. Findings from learning science research are synthesized and aligned discussing various ways of constructivist thinking: cognitive constructivism, social constructivism, and situativity theory, including selected learning and instruction models with relevance to teacher education. In addition, current critiques of and misconceptions about constructivist perspectives are presented. This chapter also derives common design principles of student-centered learning environments, drawing on findings from several established design frameworks that are based on a situative constructivist view of learning and instruction.
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Hoidn, S. (2017). Constructivist Foundations and Common Design Principles of Student-Centered Learning Environments. In: Student-Centered Learning Environments in Higher Education Classrooms. Palgrave Macmillan, New York. https://doi.org/10.1057/978-1-349-94941-0_2
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