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AbstractCognitive constructivism is not a unique theoretical framework, pedagogical approach, or epistemology, but a general, metaphorical assumption about the nature of cognition that virtually all cognitive educational researchers accept. Despite this unifying assumption, there are many different cognitive constructivist research programs and theories within the community at large. This article contrasts cognitive constructivism with several other forms of constructivism in the educational research community. It then attempts to represent the range of theoretical approaches within cognitive constructivism, pointing to examples and potential educational applications of cognitive constructivist ideas. Cognitive schema theory receives special attention as an important theoretical perspective that has been relatively neglected in recent theoretical discussions. It is believed to have significant potential for building conceptual bridges between information processing and radical constructivist viewpoints.
Sharon J. Derry (Sat,) studied this question.
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