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Abstract

Teaching and learning as complex, interactive, co-constructed processes (Bransford, Brown, & Cocking, 2000) make being a teacher a complicated task. Teachers’ problems are often ill-structured, options for possible solutions are many, and the criteria for consideration of different solutions do not necessarily indicate a right or wrong answer. According to Richardson (2003), because constructivism is a theory of learning and not a theory of teaching, the literature on constructivist pedagogy is sparse about what constitutes effective constructivist teaching. The story of how I solved my own long-standing teaching dilemma about modeling contributes to the articulation of elements of effective constructivist teaching.

Author Biography

Early Childhood Department

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