Instructors' Strategies in Creating and Implementing Constructivist LLM-Based Learning Activities
Bibliographic record
Abstract
Large language models (LLMs) are increasingly being integrated into educational settings, enabling more adoption of constructivist teaching and learning approaches in classrooms. This paper explores the strategies instructors are currently using to incorporate LLMs into learning activities that align with constructivist principles, which emphasize that learners actively construct their own knowledge. Through interviews with nine instructors who have designed eleven distinct LLM-based activities and using reflexive thematic analysis, this study identifies various types of learning activities with respect to four different aspects of the constructivist learning theory. The strategies employed and challenges faced to foster constructivist student-LLM interaction were also discussed. Finally, this paper proposes a shift in AI tool design: moving away from "know-it-all" oracles toward LLMs designed as pedagogical peers that can support active, collaborative learning at scale, enhancing the constructivist learning experience.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".