The Use of Personal Construct Theory and the Repertory Grid in the Development of Case Reports of Children's Science Learning

This article presents the assumptions and methodology used in a study of children learning science in a fifth-grade classroom. Case report results are presented that illustrate both the approach and findings of the research. The implications of a constructivist view of learning are discussed. A practical teaching aid that employs this view and enables teachers to effectively summarize and integrate student ideas in the teaching/learning dialogue is suggested.