Each approach articulates the way in which the concepts are operationalized for learning. The researchers and theorists whose perspectives are listed below suggest links between constructivist theory and practice. They provide the beginnings of an orienting framework for a constructivist approach to design, teaching or learning. An important concept for social constructivists is that of scaffolding which is a process of guiding the learner from what is presently known to what is to be known. Appropriate teacher support can allow students to function at the cutting edge of their individual development.
Scaffolding is therefore an important characteristic of constructivist learning and teaching.
Multiple perspectives, authentic activities, real-world environments these are just some of the themes that are frequently associated with constructivist learning and teaching. There were many similarities between the perspectives of different researchers in this brief review of the literature. The following section presents a synthesis and summary of the characteristics of constructivist learning and teaching as presented by the above review and as suggested by the previous section on constructivist theory. These are not presented in a hierarchical order. Multiple perspectives and representations of concepts and content are presented and encouraged.