The ParlEuNet-project: problems with the validation of socio-constructivist design principles in ecological settings

Current proposals for the design of technologically supported learning envi ronments are heavily influenced by socio-constructivist ideas about learnin g and instruction. While numerous general ideas have been brought forward, there is a lack of clear empirical tests of these ideas. In this contributi on such an empirical test is presented and discussed. First, the instructio nal design principles and their operationalisation in the ParlEuNet-project are presented. Next, the design and outcomes of an empirical study are dis cussed. It was hypothesised that students' epistemological beliefs, metacog nitive skills and instructional beliefs would evolve by working in a rich t echnological, problem-based collaborative learning environment. Secondly, i t was hypothesised that by participating in the project, students' beliefs and skills would develop in the direction of that learning environment. The first hypothesis was partly confirmed; however the second was not, student s' beliefs and skills changed in a direction opposite to the one expected. The contribution concludes with an attempt to explain these unexpected resu lts. (C) 2001 Elsevier Science Ltd. All rights reserved.