Implementation konstruktivistischer Lernumgebungen - revolutionärer Wandel oder evolutionäre Veränderung?

Based on two short examples, in which constructivist principles of learning and teaching are realized, implementation is discussed first as a process of development and second as a research task. As an example for the aspect of development the implementation project of the Cognition and Technology Group at Vanderbilt is described; within this project individual und organizational learning processes during implementation can be discussed and some recommendations for the implementation practice can be derived. As an example for implementation as research task we present a testbed project, which indicates the joint features of a new mode of scientific knowledge production (mode 2). The article ends with a summary in form of ten theses pertaining to the implementation of constructivist learning environments.