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Cited by 131Innovative Education and Learning PracticesInnovative Teaching and Learning MethodsScience Education and Pedagogy

Constructivism in Practice: A Comparison and Contrast of Apprenticeship and Constructionist Learning Environments

Hay, Kenneth E., Barab, Sasha A.·2001·Journal of the Learning Sciences
DOI 10.1207/s15327809jls1003_3
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Abstract

This article compares and contrasts 2 summer camps. Future Camp 97 is based on assumptions consistent with constructionism and Scientists Apprentice Camp 97 consistent with legitimate peripheral participation. These 2 learning environments create an opportunity to do an empirical, as opposed to a strictly theoretical, comparison of what has been frequently lumped under the term constructivism. The goal of this article is twofold: First, to move the discourse away from comparing constructivist learning environments solely to traditional learning environments. The 2nd goal is to move away from talking of a single constructivist learning environment, and instead to explore the nuances of learning environments based on different theoretical assumptions. Toward these ends, we analyze 2 summer camps in terms of theoretical assumptions, community and groups, participant roles, practices, and other evidence of learning. We conclude with a discussion of similarities and distinctions between these 2 learning environments, highlighting issues of ownership, authenticity, power, and task structure.

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Crossref · 10.1207/s15327809jls1003_3

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46 of 46 references verified0 citation errors · 0 not checkable

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  • Problem situations are designated via a constructionist process in which both actors and researchers qualify and requalify societal problems.

    “As past studies have shown, problem situations are designated via a constructionist process in which both actors and researchers qualify and requalify the societal problems (Hay and Barab 2001).”

    From Designing agroecological systems across scales: a new analytical framework (2022) · cites this paper as Hay and Barab 2001

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Related

Authors
Hay, K. E., & Barab, S. A.
Affiliations
University of Georgia (US)
Venue
Journal of the Learning Sciences
Publisher
Informa UK Limited
Published
2001-07
Volume
10
Issue
3
Pages
281-322
ISSN
  • 1050-8406 (ISSN-L)
  • 1532-7809
DOI
10.1207/s15327809jls1003_3
OpenAlex
W2090300396
Cited by
131
References
49
Citations by year
2026: 2 · 2025: 2 · 2024: 3 · 2023: 7 · 2022: 8 · 2021: 7 · 2020: 7 · 2019: 2 · 2018: 4 · 2017: 4 · 2016: 7 · 2015: 10 · 2014: 8 · 2013: 5 · 2012: 8
FWCI
6.05
Type
journal article
Language
en
Open access
closed
Locations
Journal of the Learning Sciences (publishedVersion)
Topics
  • Social Sciences › Human Factors and Ergonomics › Innovative Education and Learning Practices
  • Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
  • Social Sciences › Education › Science Education and Pedagogy
Keywords
constructivism, apprenticeship, legitimate peripheral participation, summer camps, learning communities, participant roles, task structure, authenticity, ownership of learning

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