Twenty first century skills like collaboration, communication, critical thinking, creative thinking, decision making and evidence based reasoning are advocated for students to learn. However, conventional class rooms provide no scope for students to learn these broad set of skills. There is need of free flow of information and ideas that are critical for students to engage in more active, collaborative and creative forms of learning. The different forms of collaborative and inquiry based practices should be implemented. The learning environment should be so designed that it will directly influence the kinds of learning interactions. It will enhance mediating role of students to whom they collaborate with and the materials they work on. It demands paradigm shift in teaching and learning that will reshape the fabric of traditional learning space. The information and ideas which are contextually relevant to learners should be linked with the curriculum. The learning space should become increasingly collaborative focusing on approaches that engage students deeply in collaboration and reflection. Class room environments are generally evolved in order to support students towards their learning success. Collaboration mode is research based innovation for idea sharing and inquiry. Responding to these challenges constructivist approach has emphasized new paradigm shift in teaching-learning in order to focus modes of collaboration and inquiry. To support inquiry learning, learners are scaffolder by collaborative learning environments through real-time feedback in learning and assessment environments. So, the special issue of this journal will focus to explore the constructivist approach of pedagogy in the direction of how (1) to help learners understand the nature of science and mathematics domain of learning (2) to inquire that helps collaborative activities in which learners construct knowledge (3) to comprehend informal arguments of students which is essential for scientific literacy (4)to understand learning processes that identifies scaffolding, mediation, reflection, simulation and learner control situated learning (5) to consider teacher’s experience in the real life of the classroom that gives important insight into curricular designs.

Aims and Scope: