In recent years educational discourse has challenged the objectivist view, with an increasing understanding that there are many ways of understanding reality. Whilst constructivist writers have described various forms of constructivism, all recognise the active role which the learner plays in interpreting the world (Larochelle and Bednarz, 1998). Constructivism contests objectivism’s view that knowledge reflects ontological reality (Ibid.), and instead proposes that our constructions and world views are not stable, but rather are in a state of flux as we build upon previous experiences. These changes signify learning, and support the understanding that we are never inert, but instead are always learning and interacting (Kelly, 1970). The writings of Dewey (1916), Vygotsky (1965), Bruner (1966) and Piaget (1926) have all proposed that students learn actively and form new understandings based upon prior knowledge, and these perspectives view the role of the instructor changing from “a sage to a guide” (Mason, 1998, p.4). Dewey (1916) believed that learning situations represent the experience(s) of the environment which affect the learner, and that interaction occurs between the learner and the environment. Therefore knowledge is predicated upon active experience.