In the same way, educators often adopt a particular approach or method without necessarily having purposely considered the theory or philosophy that underpins the approach. The fact that practice can relate to theory but not be directly or knowingly guided by it is evidence of the complexity of the relationship between the two. It is likely that the more general the theory, the more easily it may translate either directly or indirectly into practice. In this sense, constructivism lends itself well to practice. It has been interpreted, refashioned and reformulated into at least seven different forms.
Constructivism thus provides a broad base for interpretation and for practice.
Such is the question that this inquiry considered. Five different projects and environments were analyzed with a view to determining if, and in what ways, they accommodated or supported constructivist characteristics and principles of learning. Although the projects were described by their creators as constructivist, it is not clear whether or not they were directly conceived with and designed by constructivist principles. What is clear, however, is that the projects do indeed provide a direct link between theories of knowledge, on one hand, and teaching and learning practices on the other. In each case, constructivist characteristics were clearly evident and, in fact, provided the back bone for and dictated the types of activities, roles and relationships, resources, and types of thinking involved in each project or environment.