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. Goals and objectives are derived by the student or in negotiation with the teacher or system.
Teachers serve in the role of guides, monitors, coaches, tutors and facilitators.
The student plays a central role in mediating and controlling learning. Learning situations, environments, skills, content and tasks are relevant, realistic, authentic and represent the natural complexities of the 'real world'. Primary sources of data are used in order to ensure authenticity and real-world complexity. Knowledge construction and not reproduction is emphasized. This construction takes place in individual contexts and through social negotiation, collaboration and experience.