I guess stronger framing imply learning and teaching facilitation wich is more teacher-centered with learners having little input into the pedagogic practice while weaker framing imply a more learner-centered learning and teaching pedagogic design with learners contributing to the pedagogic practice

The notion of constructionist forms of knowledge facilitation becomes central in ways that allow learners to construct and reconstruct knowledge without being constrained. Thus the role of the teacher is to provide tools that learners could use is their quest for knowledge, the notion of epistemic access.

An interesting question (and answers). I'm not convinced that strong 'framing' (Bernstein, 1971 - that is Chapter 2 in M.F.D. Young's 'Knowledge and Control') explicitly implies a teacher-centred approach but I would certainly agree this could be implicit. I suppose the main challenge in front of (enlightened) teachers in a strongly framed subject area is to use a wise mix of direct (or 'explicit') instruction and student-centred pedagogical approaches such as problem-based learning or cooperative learning in small groups.

so, Tony a learner-centered approach to learning as you say give learners the opportunity to take some form of control to to own learning?