• Title/Summary/Keyword: 구성주의

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Theoretical Background of Constructivist Epistemology (구성주의 인식론의 이론적 배경)

  • Kwak, Young-Sun
    • Journal of the Korean earth science society
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    • v.22 no.5
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    • pp.427-447
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    • 2001
  • Science teachers need to understand what science is, how students learn, how to teach science effectively, and the rationale for their teaching methods. Along this line, this article discusses constructivist learning theory as an alternative to the traditional pedagogy and the origin of various versions of constructivism. Constructivism is defined and used in a variety of contexts including philosophical constructivism, constructivist research paradigm, sociological constructivism, and educational constructivism. Educational constructivism (or psychological constructivism) can be divided into three distinct versions (i.e., individual, radical, and social constructivism) depending on unique ontological and epistemological beliefs that underlie each version. Each version of educational constructivism supports different conceptions of science teaching and learning that are consistent with its specific ontological and epistemological beliefs. In this article, the main tenets of each version of educational constructivism are examined with regard to ontological beliefs, epistemological commitments, and pedagogical beliefs. In addition, two major criticisms on constructivist pedagogy as well as implications for research methods for each version are also discussed.

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A Search for the Meaning of Constructivism: Constructivism Revisited and Reviewed (구성주의 의미의 탐색에 대한 소고: 구성주의의 재조명)

  • Kang, Eun Kyung
    • Education of Primary School Mathematics
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    • v.21 no.3
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    • pp.261-272
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    • 2018
  • In the current era of mathematics education, constructivism is a core theory of learning. For teachers, understanding and applying constructivism to their teaching practices are crucial for student centered teaching. However, some mathematics educators understand Constructivism in a different way. For example, some future teachers view Constructivism as making mathematics 'fun' by creating game without considering conceptual understanding. In this paper, the original articles of Constructivism were revisited and investigated to understand and to search for their meanings. Also several types and sources of Constructivism were identified; Radical Constructivism, Vygotsky's social-cultural theory of development, Social Constructionism, and Social Constructivism. This paper investigated arguments of the several types of Constructivism and discussed their implications for mathematics teaching.

A Study on the School Library as a Development Device of the Constructivism's Learning Method (구성주의 학습기법의 발전방안으로서의 학교도서관에 관한 연구)

  • Suh, Jin-Won
    • Journal of Korean Library and Information Science Society
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    • v.38 no.4
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    • pp.341-356
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    • 2007
  • I purposed to identify the relationship between the constructivism and the school library in this study. This study was done on the contexts, concepts and characters of constructivism and constructivism's learning method. And also it was done on the role of school library and media specialist, especially on the information literacy education. Finally I suggested it in this study that constructivism's learning method can be completed effectively through the school library and information literacy education.

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A Comparative Study on the Constructivism and the Structuralism as the Educational Methods (교육방법으로서의 구성주의와 구조주의의 비교연구)

  • Suh, Jin-Won
    • Journal of Korean Library and Information Science Society
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    • v.40 no.4
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    • pp.81-92
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    • 2009
  • I studied in this paper on the comparative study between the constructivism and the structuralism as the educational methods. On the constructivism in educational methods they say that knowledge is constructed subjectively by person individually(cognitive constructivism) or by persons reciprocally in the society(social constructivism). On the structuralism in educational methods they say that knowledge(structure) is in the closed-end text objectively and person pursue and identify this objective knowledge in the closed-end text. But on the post-structuralism(neostructuralism) they say that the text is not closed-ended but open-ended. So constructivism is consistent with post-structuralism. Education include application of knowledge and awareness of knowledge on my opinion. Education on application of knowledge is more important in this knowledge based society. Constructivism connote the application of knowledge in the education. School library media center and media specialist(teather-librarian) are essential elements of this application of knowledge in the education.

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구성주의 이론을 바탕으로 한 현장 학습 적용

  • Park, Seong-Taek;Park, Gyeong-Suk
    • Communications of Mathematical Education
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    • v.10
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    • pp.31-42
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    • 2000
  • 21세기를 살아가야 할 현재의 학생들에게 요구되는 것은 쏟아지는 정보의 홍수 속에서 필요한 것만을 가려 자신의 지식으로 만들어 가는 능력이다. 이는 곧 창의력, 문제 해결력과도 관련된다. 이러한 능력을 신장시키기 위한 관심 속에서 구성주의가 교육이론의 전면에 부상하게 되었다. 본고에서는 구성주의와 현장 학습과의 관련성을 알아보고, 구성주의 이론을 바탕으로 한 현장 학습 적용에 대하여 살펴보고자 한다.

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Utilizing Online Game as a effective learning material - Consideration of a Business Strategy Lecture by Utilizing Online Game, 'Goonzu', for University students as a View of Constructivism - (효과적인 구성주의 학습도구로써 온라인게임의 활용 -대학생을 대상으로 온라인게임 '군주'를 활용한 경영전략 수업의 구성주의적 고찰-)

  • Wi, Jonh-Hyun;Won, Eun-Sok
    • Journal of Korea Game Society
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    • v.6 no.4
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    • pp.25-37
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    • 2006
  • Although the constructivistic instruction is emphasized in these days, many teachers feel burden to implement their teaching based on constructivistic teaming theory. As the main reason for this, difficulty to find out effective materials which can be utilized in the constructivistic instruction can be argued. According to recent studios, effectiveness of online games as the educational material was proven. Based on this result, the possibility for utilizing online games as effective educational materials in the constructivistic instruction was discussed in this study. For this, total process for the business strategy lecture implemented to 50 students in Chung-Ang univ. during 9 months by utilizing an online game named 'Goonzu' was reviewed by the perspective of constructivistic teaming theories. As a result of this review, it was proven that constructivistic methodologies were applied effectively in that lecture. Based on this, the possibility of utilizing online games as the effective material in the constructivistic teaming activity is discussed in this study.

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A Study on Collaborative Activity for Young Children in Terms of Early Childhood Teachers' Belief on Constructivism (유아교사의 구성주의 교육 신념에 따른 유아 협동 활동에 대한 관심도 및 실천수준)

  • Han, Hee Seung;Lee, Jeong Hwa
    • Korean Journal of Childcare and Education
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    • v.11 no.1
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    • pp.269-287
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    • 2015
  • The purpose of this study was to survey collaborate learning in early childhood settings in Korea. Specifically, the study examined whether the realities of and the teachers' perception on collaborative learning would differ in terms of the teachers' belief on constructivism. To achieve this purpose, 210 teachers of kindergartens and daycare centers in Busan completed a questionnaire developed by the authors. The teachers' belief on constructivism was rated as high, medium, and low. The ${\chi}^2$-test, one-way analysis of variance, and the Scheffe test were used to analyze the teachers' interest on and practice level of collaborate learning. As a result of this analysis, the authors observed several significant differences in the realities of and the teachers' perception on collaborative learning in terms of the teachers' belief on constructivism. We discussed the results and provided practical implications for teacher training.

구성주의 유아과학프로그램이 창의성 및 문제해결력에 미치는 효과

  • 김연옥;이영환
    • Journal of Gifted/Talented Education
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    • v.14 no.2
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    • pp.19-47
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    • 2004
  • 본 연구의 목적은 구성주의 유아과학프로그램을 만 5세의 유아에게 일정기간 동안 경험하게 한 다음 그러한 경험이 유아의 창의성과 문제해결력에 긍정적인 효과가 있는지 알아보고자 함이다. 이를 위해 만 5세 유아 39명을 대상으로 구성주의 유아과학프로그램이 창이성과 문제해결력에 효과가 있는지 알아 본 결과 본 구성주의 유아과학프로그램을 경험한 유아들은 일반 유아교육기관의 과학프로그램을 경험한 유아들보다 창의성, 과학적 문제해결력이 향상되었으며 성별에 따른 차이 없이 모두 창의성과 문제해결력이 향상되었다. 이상의 연구 결과를 종합해 볼 때, 구성주의 유아과학 프로그램은 유아의 창의성과 문제해결력을 신장시키기 위해 보다 적절하다고 할 수 있다.

A Study on the School Library Media Center as a Essential Device of Educational Method (학교교육방법의 핵심장치로서의 학교도서관에 관한 연구 - 구성주의 교수-학습이론을 중심으로 -)

  • Suh Jin-Won
    • Journal of the Korean Society for Library and Information Science
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    • v.39 no.4
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    • pp.163-175
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    • 2005
  • I identified constructivism's teaching-learning theory as a modern ideal method of education on this paper. And I explained how school media center relate with constructivism on educational method and educational environment. I suggested what is the points of development of school media center under the educational method of constructivism. And then by doing so I strived for contribution to the solution of problems of school education in Korea.

Constructivism Abilities-based Instructional Design Development to Improve Learning Competencies of Underachievers (학습부진학생의 학습능력 향상을 위한 구성주의 능력기반 교수학습설계 모형 개발)

  • Choi, Yong-Hun
    • Proceedings of the Korean Society of Computer Information Conference
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    • pp.141-144
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    • 2011
  • 본 논문에서는 학습자들의 학습능력 향상을 위해 구성주의 능력기반 교수학습 설계 모형을 제안한다. 구성주의 능력기반 교수학습 설계 모형에서는 과거 내용 전달 위주의 교수설계와는 차별화된 방법을 적용한다. 본 모형에서는 먼저, 학습자들이 갖추어야 할 학습능력을 규명한다. 이후 규명된 학습능력을 일정 기간 이후 평가할 평가 방법을 결정한다. 학습능력과 그 능력을 평가할 수 있는 방법을 결정한 이후 실제 수업을 진행한다. 본 모형의 주요 특징은 세 가지이다. 첫째, 단순히 내용 전달 위주의 교수설계 방법이 아닌 학습자들에게 실질적인 학습능력을 형성시켜주는 교수학습설계 전략이다. 둘째, 학습자들이 형성해야 할 학습능력을 기초능력과 핵심능력으로 나누어 단계적으로 제시한다. 셋째, 학습자들의 학습능력을 향상시켜줄 수 있는 방안을 구성주의적 차원에서 제시한다.

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