Epistemological Development: An Implicit Entailment of Constructivist Learning Environments

Abstract

Since the beginning of the constructivist movement in instructional design ( Jonassen, 1991), researchers and theorists have provided a number of rich conceptions of constructive learning. For example, rich environments for active learning (REALs) are instructional systems that engage learners in realistic, authentic, complex, and information-rich learning contexts; support intentional, self-regulated learning; support cooperative efforts in learning; and engage learners in complex problem solving (Grabinger, 1996). REALs emphasize authentic learning contexts for anchoring the meaning-making processes. They are student centered and learner controlled, emphasizing student responsibility and initiative in determining learning goals and regulating their performance toward those goals, not just determining the path through a prescribed set of learning activities.

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