http://nova.newcastle.edu.au/vital/access/services/Feed ${session.getAttribute("locale")} 5 http://nova.newcastle.edu.au/vital/access/manager/Repository/uon:5873 Omnipresent in educational discourse, constructivist learning theory is often misrepresented in the literature as a theory of instruction. Appearing as social or personal constructivism or a hybrid, underpinning it is a belief that learning manifests as the reorganisation of cognitive schemata. In recent years, there have been moves to rethink constructivist theory from a critical, realist-materialist perspective. The result has been the emergence of social constructionism. In this paper we argue that social constructionist theory is more useful as a theory to guide curriculum development. We cite evidence of our work with pre-service and practising teachers to support this argument. 2011-10-11T01:10:01.771Z ]]>