Nancy Maynes^1,, Nipissing University²

Research into constructivist approaches to learning from a qualitative perspective can be difficult because of the tendency to try to measure learning or economic outcomes. Qualitative studies use more individualized approaches to research that are sensitive to nuance and perspectives. However, qualitative researchers need to think carefully about what they are considering when they examine situations through a constructivist lens. Opinions and perspectives may not represent the rich possibilities that more focused studies can provide. This paper outlines a readily adaptable, flexible way to examine a broad range of topics in public school educational contexts to ensure deep learning is examined using topic elaboration in the context of emerging social skills deconstructed to get rich data in a variety of learning and research contexts. The paper outlines how constructivist approaches can be used to ensure greater trustworthiness when exploring the ways that complex skills and social interaction are taught within school contexts.

Constructivist research methodologies, complex thinking skills, social skills, work habits