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Much of constructivist pedagogy focuses on moving past direct instruction or “chalk and talk” to promote active construction of knowledge or teaching for understanding. In this article a group of teacherresearchers conducts two classroom investigations. The first is epistemological (structural) in nature, and the second is functional. In the first investigation, a student’s efforts to employ her conceptual knowledge to guide her actions is analyzed through the lens of a conceptual framework based...
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