Constructivism in practice: A comparison and contrast of apprenticeship and constructionist learning environments

This article compares and contrasts 2 summer camps. Future Camp 97 is based on assumptions consistent with constructionism and Scientists Apprentice C amp 97 consistent with legitimate peripheral participation. These 2 learnin g environments create an opportunity to do an empirical, as opposed to a st rictly theoretical, comparison of what has been frequently lumped under the term constructivism. The goal of this article is twofold: First, to move t he discourse away from comparing constructivist learning environments solel y to traditional learning environments. The 2nd goal is to move away from t alking of a single constructivist learning environment, and instead to expl ore the nuances of learning environments based on different theoretical ass umptions. Toward these ends, we analyze 2 summer camps in terms of theoreti cal assumptions, community and groups, participant roles, practices, and ot her evidence of learning. We conclude with a discussion of similarities and distinctions between these 2 learning environments, highlighting issues of ownership, authenticity, power, and task structure.