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Using Thomas Kuhn's (1970) work as a basis to support change in guiding epistemological paradigms, this article contrasts objectivism with constructivism. Three persistent problems in education, curriculum, evaluation and discipline, are presented and reconceptualized from a constructivist perspective. These problems will be illustrated using a school‐based research project that examines the processes teachers experience as they attempt to change from traditional objectivist teaching to constructivist teaching. A model for change derived from this project includes six interrelated requisites of change: perturbation, awareness of a need to change, commitment to change, establishment of a vision, projection of self into the vision and reflection.
Davis et al. (1993) studied this question.