There are a variety of epistemological positions underlying constructivism
learning theory in the literature. The purpose of this paper is to identify
and categorize the positions of constructivism learning theories, their
relationships to each other, and the implications for instructional practice for
each position. This paper clarifies these positions by differentiating the
major forms of constructivism along two dimensions. The first dimension
defines the constructivist position along a continuum between an understanding
of reality as being objective at one end, and a view of reality that is
defined subjectively at the other end. The second dimension defines each
position on a continuum where knowledge is either socially constructed at the
one end, or individually constructed at the other end
