This paper aims to provide a review of the two often-confusing learning theories: constructivism and constructionism. It then presents their similarities and differences by identifying various learning dimensions of the two philosophies. The authors then develop a teaching-learning framework that integrates those dimensions. The authors have also implemented the framework in two information technology (IT) courses and obtained students’ feedback that relate to various learning dimensions of both of the two philosophies.,The authors review existing literature to understand the difference between constructivism and constructionism and develop a list of learning dimensions that can be applied to classroom education. They then discuss the background information or tools necessary to develop a teaching-learning framework and apply that framework through a case study. They finally present the results.,A constructivist teacher sets up the learning environment for students that fosters individual learning and presents a problem to be solved, while the students go on their own way to produce a personally meaningful artifact without any further teacher’s intervention. On the other hand, the constructionist teacher sets up the environment for collaborative learning for students, then he or she defines the problem to be solved and the meaningful end product to be developed, and then guides them to reach towards the goal. Student assessment supports this difference.,Researchers and teachers should look carefully which methodology they are discussing and which one they are applying. They can further the authors’ research in a different angle than the authors did by finding the learning dimensions.,Teachers should use constructionist approach to set up their classroom and guide their students throughout the course time, such that students can work collaboratively on a project to learn the important concepts to be developed. They should also use appropriate tools and technologies that enhance classroom activities and learning. Teacher should act as a guide/facilitator or a project manager to plan for the classroom/project and monitoring and controlling project/class throughout the semester.,Understanding the critical differences between the two learning philosophies, educators in all levels should be clear how to set up their classrooms – from kindergarten to university education, such that all students can develop their knowledge not only through personal cognition but also through interaction with others. A collaborative environment produces knowledgeable people in the society with better understanding and respect toward each other.,Collaborative learning environment provides a better learning opportunity over personal cognition – a major enhancement in constructionism over constructivism. Sharing the creation process as well as the product, and the use of various tools and technologies in the development process, provide a better understanding of a subject matter. The discussions and results presented here might bring some insights to the instructors who might be contemplating to implement the educational philosophies of constructivism or constructionism, or intermixing of the two in their classrooms.

中文翻译：

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建构主义与建构主义之间的困境：导致学生参与和学习的教学框架的发展

本文旨在对两种经常混淆的学习理论进行回顾：建构主义和建构主义。然后，通过确定两种哲学的不同学习维度，提出它们的异同。然后，作者开发了一个整合这些方面的教学框架。作者还在两个信息技术（IT）课程中实施了该框架，并获得了与两种哲学的不同学习维度相关的学生反馈。作者回顾了现有文献，以了解建构主义和建构主义之间的差异，并发展出可以应用于课堂教学的学习维度列表。然后，他们讨论开发教学框架并通过案例研究应用该框架所需的背景信息或工具。他们最终提出了结果。一位建构主义老师为学生建立了学习环境，该学习环境促进了个体学习并提出了一个需要解决的问题，而学生则以自己的方式生产了对个人有意义的人工制品，而无需任何进一步的教师干预。另一方面，建构主义老师为学生建立了协作学习的环境，然后他或她定义了要解决的问题和要开发的有意义的最终产品，然后指导他们实现目标。学生评估支持这种差异。，研究人员和教师应仔细研究他们正在讨论的方法以及正在采用的方法。通过找到学习的维度，他们可以以不同于作者的角度推进作者的研究。教师应使用建构主义的方法来设置教室并在整个学习过程中指导学生，以便学生可以在项目上进行协作学习要开发的重要概念。他们还应使用适当的工具和技术来增强课堂活动和学习。在整个学期中，教师应作为指导/协助者或项目经理来计划教室/项目并监控和控制项目/班级。了解两种学习理念之间的重要差异，从幼儿园到大学教育，各级教育者应明确如何设置教室，以便所有学生不仅可以通过个人认知，而且可以通过与他人的互动来发展知识。协作环境可以培养社会上知识渊博的人，彼此之间具有更好的理解和相互尊重。协作学习环境提供了比个人认知更好的学习机会，这是建构主义相对于建构主义的重要增强。共享创建过程和产品，以及在开发过程中使用各种工具和技术，可以更好地理解主题。