When conducting academic research, it is imperative that researchers identify the theoretical and philosophical framework they are adopting. This helps the reader develop a contextual understanding of the study and appreciate how the results are analyzed and interpreted. The goal of a theoretical research framework is to help researchers structure their observations, identify biases, and provide a way to analyze and interpret their data. Most importantly, these frameworks provide an environment in which researchers can reflect on their experiences and internalize their findings. My intention is to define constructivism as a framework for research and pedagogy, identify the relative strengths and weaknesses of this approach, and analyze articles employing constructivist methodology. Constructivism, both as an educational and research model, helps researchers and students better understand and build upon constructivism. knowledge and experiences that surround them. This approach is based on the belief that individuals construct knowledge based on the social and environmental experiences they face. As a research methodology, constructivists tend to focus on recounting participants' experiences to develop a theory explaining a phenomenon (Mackenzie & Knipe, 2006). This view is shared by Mills, Bonner, and Francis (2006), who show that individuals are influenced by their historical and current contexts, which in turn influence their views and understanding of experiences. In short, we are subjective beings who will interpret and construct knowledge in our own way. In research, the constructivist approach is used to induce theories based on our interpretation of the research experience. Constructivist design is often classified as a g...... middle of paper ...... Teacher preparation: Staking out the theoretical Middle ground. International Journal of Teaching and Learning in Higher Education, 23(1), 60-71. Ciampa, K. (2012). Electronic storybooks: a constructivist approach to improve reading motivation among 1st grade students. Canadian Journal of Education, 35(4), 92-136.Podcasting http://www.ifets.info/journals/15_4/16.pdfLevin, T. and Nevo, Y. (2009). Exploring teachers' perspectives on learning and teaching in the context of a transdisciplinary curriculum. Journal Of Curriculum Studies, 41(4), 439-465. Wildemuth, B. (1993). Post-positivist research: two examples of methodological pluralism. Library Quarterly, 63450-468. ANUMBE EJ471252 http://www.jstor.org/stable/4308866 http://web.b.ebscohost.com.login.ezproxy.library.ualberta.ca/ehost/pdfviewer/pdfviewer?sid=2fe65cdc-263f-412a -afd2-c2adfbaccb68%40sessionmgr113&vid=2&hid=103