Skip to main content
SpringerLink
Log in

Why constructivists should not talk about constructivist learning environments: a commentary on Loyens and Gijbels (2008)

  • Published:
Instructional Science Aims and scope Submit manuscript

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

References

  • Baeten, M., Dochy, F., & Struyven, K. (2008). Students’ approaches to learning and assessment preferences in a portfolio-based learning environment. Instructional Science, 36, 359–374. doi:10.1007/s11251-008-9060-y.

    Article  Google Scholar 

  • Berthold, K., Nückles, M., & Renkl, A. (2007). Do learning protocols support learning strategies and outcomes? The role of cognitive and metacognitive prompts. Learning and Instruction, 17, 564–577. doi:10.1016/j.learninstruc.2007.09.007.

    Article  Google Scholar 

  • Geary, D. C. (1995). Reflections of evolution and culture in children’s cognition: Implications for mathematical development and instruction. The American Psychologist, 50, 24–37. doi:10.1037/0003-066X.50.1.24.

    Article  Google Scholar 

  • Harris, K. R., Santangelo, T., & Graham, S. (2008). Self-regulated strategy development in writing: Going beyond NLEs to a more balanced approach. Instructional Science, 36, 395–408. doi:10.1007/s11251-008-9062-9.

    Article  Google Scholar 

  • Loyens, S. M. M., & Gijbels, D. (2008). Understanding the effects of constructivist learning environments: Introducing a multi-directional approach. Instructional Science, 36, 351–357. doi:10.1007/s11251-008-9059-4.

    Article  Google Scholar 

  • Loyens, S. M. M., Rikers, R. M. K. P., & Schmidt, H. G. (2008). Relationships between students’ conceptions of constructivist learning and their regulation and processing strategies. Instructional Science, 36, 445–462. doi:10.1007/s11251-008-9065-6.

    Article  Google Scholar 

  • Renkl, A. (2001). Situated learning, out of school and in the classroom. In P. B. Baltes & N. J. Smelser (Eds.), International encyclopedia of the social & behavioral sciences (Vol. 21, pp. 14133–14137). Amsterdam: Pergamon.

    Google Scholar 

  • Renkl, A. (2008). Lehren und Lernen im Kontext der Schule [Teaching and learning in school contexts]. In A. Renkl (Ed.), Lehrbuch Pädagogische Psychologie (pp. 109–153). Bern: Huber.

    Google Scholar 

  • Renkl, A., & Atkinson, R. K. (2007). Interactive learning environments: Contemporary issues and trends. An introduction to the special issue. Educational Psychology Review, 19, 235–238. doi:10.1007/s10648-007-9052-5.

    Article  Google Scholar 

  • Rikers, R. M. K. P., van Gog, T., & Paas, F. (2008). The effects of constructivist learning environments: A commentary. Instructional Science, 36, 463–467. doi:10.1007/s11251-008-9067-4.

    Article  Google Scholar 

  • Stark, R., Mandl, H., Gruber, H., & Renkl, A. (2002). Conditions and effects of example elaboration. Learning and Instruction, 12, 39–60. doi:10.1016/S0959-4752(01)00015-9.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Institute of Psychology, University of Freiburg, Engelbergerstraße 41, 79085, Freiburg, Germany

    Alexander Renkl

Authors
  1. Alexander Renkl
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Alexander Renkl.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Renkl, A. Why constructivists should not talk about constructivist learning environments: a commentary on Loyens and Gijbels (2008). Instr Sci 37, 495–498 (2009). https://doi.org/10.1007/s11251-009-9098-5

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11251-009-9098-5

Keywords

Search

Navigation