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Science Education: Constructivist Perspectives  

Cho, Hee-Hyung (Kangwon National University)
Choi, Kyung-Hee (Ewha Womans University)
Publication Information
Journal of The Korean Association For Science Education / v.22, no.4, 2002 , pp. 820-836 More about this Journal
Abstract
Constructivism has had a great influence on science education over the last two decades. The purpose of this article is twofold: First, to describe the characteristics of constructivism and, second, to suggest an ideal forms of science education in Korea as implied in constructivism. A review of the literatures in the first area shows that constructivism is philosophical/psychological view which believe in the social nature of the construction of scientific knowledge and its learning. And the analyses of a few schools of constructivism suggest decision-making as a goal of science education, learning as the active construction of meaning through interaction between learner and learning environments, and discussion and cooperation as appropriate teaching strategies. At the same time, the results necessitate teaching ethical aspects of science in the secondary schools, and also imply that performance assessment must be emphasized in evaluation of science education.
Keywords
constructivism; science education; science teaching/learning; performance assessment;
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