摘要：own meaning and knowledge from their experiences (Svinicki,1999). This learning paradigm views teaching as a process which involves helping learners to create knowledge through interactive and authentic learning experiences (Partlow & Gibbs, 2003). The teacher's role is to guide students toward experiences that will facilitate meaningful learning. Direct instructional activities where studentspassively assimilate knowledge are minimized (Chickering & Gamson, 1999). Key features of constructivist learning environments include active learning, authentic instructional tasks, collaboration among students, and diverse and multiple learning formats (Partlow & Gibbs, 2003).If it is seen at the definition of education, it can say that the purpose in education is to become creative and innovative through analysis, conceptualizations, and synthesis of prior experience to create new knowledge. The educator's role is to mentor the learner during heuristic problem solving of ill-defined problems by enabling quested learning that may modify existing knowledge and allow for creation of new knowledge in the teaching and learning process. The learning goal is the highest order of learning: heuristic problem solving, metacognitive knowledge, creativity, and originality (Lombardi, 2011; Meyer, 2009).
