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

The DOI matches its Crossref record; 46 of the 49 references it cites were found in a registry or an index.

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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3 of the 49 references couldn’t be matched to a known paper.

Research works printed but not linked: 9

  1. Hay, K. E. (1999). Computational Science Inquiry Cycle (CSIC): Students "Doing"New Science Enabled by Virtual Reality. Paper presented at the annual conference of the American Educational Research Association, Montreal, Canada.
  2. Osberg, K. M., Winn, W., Rose, H., Hollander, A. & Hoffman, H. (1997, May). The effect of having Grade Seven students construct virtual environments on their comprehension of science. In Proceedings of the Annual meeting of the American Educational Research Association, Chicago.
  3. Papert, S. (1991). Situtating constructionism. In I. Harel & S. Papert (Eds.), Constructionism (pp. 5-23). Norwood, NJ: Ablex.
  4. Perkins D., 1991, Educational Technology, 31, 18
  5. Resnick, M. (1996). New paradigms for computer, new paradigms for thinking. In Y. B. Kafai & M. Resnick (Eds.), Constructionism in practice: Designing, thinking, and learning in a digital world (pp. 255-268). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
  6. Scriven, M. S. (1983). Evaluation methodologies. In G. F. Madaus, M. S. Scriven, & D. L. Stufflebeam (Eds.), Evaluation models: Viewpoints on educational and human services evaluation (pp. 229-260). Boston: Kluwer-Nijhoff.
  7. Shaffer D. W., 1999, Journal of Interactive Learning Research, 10, 195
  8. Spiro R, J., 1991, Educational Technology, 5, 24
  9. Young, M. & McNeese, M. (1995). A situated cognition approach to problem solving. In J. Flach, P. Hancock, & K. Vicente (Eds.), The ecology of human-machine systems (pp. 359-391). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.

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Metadata

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 › Education › 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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