Constructivism is currently an influential view on
learning. It advocates a student-centred perspective: Students are
active learners who construct their own understanding (e.g., Slavin,
2006). Different types of constructivism can be distinguished (e.g.,
Phillips, 1995) that all acknowledge that the construction of
knowledge is an active process. This active process can be described
in terms of individual cognitive processes (i.e., cognitive
constructivism), in terms of social processes (i.e., social
constructivism), or in terms of sociocultural processes (i.e.,
constructionism; Phillips, 1997). Despite these differences,
constructivist perspectives share a number of assumptions that should
be considered in learning (e.g., Driscoll, 2005).
First, knowledge a
