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.

How to Cite:

Dorfman, A. B., (2008) “The Problem of Models and Modeling: One Teacher's Solution”, Networks: An Online Journal for Teacher Research 10(2), 46-46. doi: https://doi.org/10.4148/2470-6353.1117