o How do constructivist notions about learning, memory, learning goals and conditions for learning differ from the other schools of thought we have covered so far? o Do you see constructivist principles at play in this course? Why or why not? Give specific examples? o How might the application of constructivist principles (or the amplification of constructivist principles) improve this course? Explain your rationale.

Book Title: Driscoll, M. Psychology of learning for instruction (3rd ed.). Boston, MA: Pearson.

chapter 11