Constructivist conceptions of learning assume that knowledge is individually constructed and socially coconstructed by learners based on their interpretations of experiences in the world. Since knowledge cannot be transmitted, instruction should consist of experiences that facilitate knowledge construction. The purpose of this study is to review and analyze David Jonassen's model for designing constructivist learning environments that engage learners in meaning making. The model for designing constructivist learning environments illustrates their essential components. The model conceives of a problem, question, or project as the focus of the environment, with various interpretative and intellectual support systems surrounding it. The goal of the learner is to interpret and solve the problem or complete the project. Related cases and information resources support understanding of the problem and suggest possible solutions; cognitive tools help learners to interpret and manipulate aspects of the problem; conversation/collaboration tools enable communities of learners to negotiate and coconstruct meaning for the problem; and social/contextual support systems help users to implement the constructivist learning environment. In most constructivist learning environments , learners need to explore; articulate what they know and have learned; speculate; manipulate the environment in order to construct and test their theories and models; and reflect on what they did, why it did or didn't work, and what they have learned from the activities. These learning activities indicate the goals for providing instructional supports in constructivist learning environments, such as modeling, coaching, and scaffolding. Constructive learning therefor engages conceptual and strategic thinking. Constructivist learning environments are not appropriate for all learning outcomes but they will be effective learning environments if you want to design learning environments to engage learners in personal and collaborative knowledge construction and problem solving outcomes.