This paper aims to review the overall development of constructivist approaches in science education research from two different perspectives, that is a summary of the past development in since education in general and a report of the outline of a recent research project on students` physics misconceptions in particular. In the summary of the past development of constructivist science education, the introduction of constructivism as well as its psychological and philosophical backgrounds are briefly reported. Then main findings of the researches of constructivist approach are discussed in terms of the features of students` misconceptions, of the ways of effective conceptual change, of the implications toward school science education, and of the criticisms given to the constructivist approach. In the report of a recent development, in addition to its background, necessity and implications, the research structure and the format of the data analysis of the study on the map of students; physics misconceptions are presented. It is particularly emphasized that the practical informations and suggestions for actual teaching of school science, such as the database(DB) of students` misconceptions and teaching guides, are of most practical and effective values in order to maximize the advantage of the constructivist approach to science education.