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When conducting academic research it is imperative researchers identify the theoretical and philosophical framework they are embracing. This assists the reader in developing a contextual understanding of the study, and an appreciation of how the results are analyzed and interpreted. The purpose of a theoretical research framework is to help researchers structure their observations, identify biases, and provide a means to analyze and interpret their data. Most importantly, these frameworks provide an environment where researchers can reflect upon their experiences and internalize their results. It is my intent to define constructivism as a research framework and pedagogy, identify relative strengths and weaknesses of this approach, and analyze papers employing a constructivist methodology. Constructivism, both as a pedagogy and research model helps researchers and students better understand and build upon the knowledge and experiences around them. This approach is founded on the belief individuals construct knowledge based on the social and environmental experiences they face. As a research methodology, constructivists tend to focus on the narrative of participants’ experiences to develop a theory explaining a phenomenon (Mackenzie & Knipe, 2006). This view is shared by, Mills, Bonner, and Francis (2006), who show individuals are influenced by their historical and present day contexts, which in turn influences their views and understanding of experiences. In short, we are subjective beings who will interpret and construct knowledge in our own individual ways. In research, the constructivist approach is used to induce theories based on our interpretation of the research experience. Constructivist design is often categorized as a g... ... middle of paper ... ... Teacher Preparation: Staking out the Theoretical Mid-Ground. International Journal Of Teaching And Learning In Higher Education, 23(1), 60-71. Ciampa, K. (2012). Electronic Storybooks: A Constructivist Approach to Improving Reading Motivation in Grade 1 Students. Canadian Journal Of Education, 35(4), 92-136. Podcasting http://www.ifets.info/journals/15_4/16.pdf Levin, T., & Nevo, Y. (2009). Exploring Teachers' Views on Learning and Teaching in the Context of a Trans-Disciplinary Curriculum. Journal Of Curriculum Studies, 41(4), 439-465. Wildemuth, B. (1993). Post-positivist research: two examples of methodological pluralism. Library Quarterly, 63450-468. ANUMBE EJ471252 http://www.jstor.org/stable/4308866 http://web.b.ebscohost.com.login.ezproxy.library.ualberta.ca/ehost/pdfviewer/pdfviewer?sid=2fe65cdc-263f-412a-afd2-c2adfbaccb68%40sessionmgr113&vid=2&hid=103

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