• Title/Summary/Keyword: 구성주의

Search Result 1,395, Processing Time 0.035 seconds

The Study of Experiential Learning on Web-Based Cyberspace for Constructive Education of Social Studies (구성주의적 사회과교육을 위한 웹기반 가상공간에서의 경험학습방안)

  • Hwang, Hong-Seop
    • Journal of the Korean association of regional geographers
    • /
    • v.4 no.2
    • /
    • pp.201-217
    • /
    • 1998
  • This paper examined the strategy of experiential learning on Web-based cyberspace for constructive education of social studies. The results as follows : The first, constructivism has brought the paradigm shift in traditional principles of teaching and learning, constructivism is not a theory about teaching, it is a theory about knowledge and learning, learning is understood as a self-regulated process of resolving inner cognitive conflicts that often become apparent through experience, collaborative discourse, and reflection. It is proper for constructive education of social studies to carry out from cognitive constructivism to socio-cultural constructivism, from socio-cultural constructivism to cognitive constructivism and co-constructivism, considering the aim or objectives of social studies education. The second, Web-based Instruction(WBI) can provide learners for constructive environments which can be proper for teaching and learning. WBI was suggested as the best medium for constructive education of social studies in the information age. WBI must design teaching and learning so that may not be teacher-centered, if teacher-centered, it is not constructivism. The third, Web-based cyberspace is the proper mediated experience fields for experiential learning to effectively study regions or space because of overcoming distance fractions through the time-space convergence, it actualize the constructive education of social studies in the space age.

  • PDF

A Construction of the Constructivist Approach to the Geography Education -An Implication of the Reggio Emilia Approach- (지리교육의 구성주의적 접근을 위한 또 하나의 구성 -레지오 에밀리아 접근법을 중심으로-)

  • 송언근
    • Journal of the Korean Geographical Society
    • /
    • v.35 no.1
    • /
    • pp.95-120
    • /
    • 2000
  • 구성주의 수업은 삶의 경험 혹은 나의 문제로 전환된 문제를 학습주제로 하여, 교사와 학습자, 학습자간에 상호성과 상보성이 전제된 대화화 협력을 통해, 맥락에 적합한 지식을 구성하는 활동이라 할 수 있다. 구성주의 지리교육은 지리학을 위해 지리적 지식을 구성하는 것이 아니라, 지리적 삶을 위해 지리적 지식을 구성하는 것이다. 이것은 지리적 맥락과 맥락의 구성에 충실할 때 가능해 진다. 방법론적으로는 생활 주변에서 볼 수 있는 지리적 사상을 학습대상으로 하여, 이들을 그림이라는 상징을 통해 학습자 스스로 맥락에 따라 구성, 재구성하는 과정 속에 지리적 지식이 구성되게 하는 것이다.

  • PDF

An Action Research for the Practical Construction of the Constructivist Geography Education I (구성주의 지리교육의 실천적 구성을 위한 현장 연구 I)

  • 송언근
    • Journal of the Korean Geographical Society
    • /
    • v.35 no.4
    • /
    • pp.565-583
    • /
    • 2000
  • 레지오 접근법을 토대로 한 구성주의적 지리교육이 현실적 적실성을 갖기 위해서는, 첫째, 도식적 언어를 통한 상징적 표상을 지식 구성의 결과가 아닌 과정적 도구로, 또는 토론의 매개체로 전환하여야 한다. 둘째, 주제(선도) 개념을 중심으로 연계성과 위계성을 가진 개념을 조직하고, 이를 토대로 여러 차시의 내용을 연계하여 수업해야한다. 섯째, 개인적 구성보다 사회적 구성이 보다 고차적이고 심층적인 지식 구성을 가능케 한다. 따라서 구성주의 수업은 협동적.토론적인 모습일 때가 바람직하다. 넷째, 수업의 방향성과 학습의 목적성을 위해 안내자, 조력자로서 교사의 역할을 다하여야 한다. 이때 안내는 학습자 스스로 자신의 학습 목적과 방향을 판단하는 매개체로서, 그리고 사고력을 증진시키는 디딤돌로써의 안내이어야 한다. 다섯째. 선행학습에서의 구성과정과 구성맥락을 재 상기시키고, 이를 통해 구서의 지속성과 심층성을 강화하는 나선형적 구성의 절차를 반드시 밟도록 해야 한다.

  • PDF

Effect of Mathematics Instruction Based on Constructivism on Learners' Knowledge Generation Level and Reasoning Ability - Focusing on 4th Grade Fraction (구성주의를 반영한 수학 수업이 학생의 지식 생성 수준 및 추론능력에 미치는 영향 - 초등학교 4학년 분수를 중심으로 -)

  • Lee, Eungsuk;Kim, Jinho
    • Education of Primary School Mathematics
    • /
    • v.19 no.1
    • /
    • pp.79-112
    • /
    • 2016
  • The purpose of this research is to find the effects of learner-centered instruction based on constructivism (LCIC) on their knowledge generation level and reasoning ability. To look for them, after fraction units are re-planed for implementing LCIC, instructions using it provide students in a class. From the data, some conclusions can be drawn as follows: LCIC has more positive influence of students on recall ability, generation ability, and reasoning ability than tractional instruction method. With the data it can be said that the interaction exists between learners' reasoning ability and generation level.

Constructive Artificial Intelligence (구성적 인공지능)

  • Park Choong Shik
    • Korean Journal of Cognitive Science
    • /
    • v.15 no.4
    • /
    • pp.61-66
    • /
    • 2004
  • I think constructivism can be considered as the new count proposal for understanding human to Cartesian rationalism. Constructivism has the common area not only with recent results of evolutionary biology, evolutionary psychology. brain science, system theory, and complex adaptive system but also with recent trends of humanities, and social science. In artificial intelligence, the studies which can be considered as constructivistic methods is going on. In this paper, from a constructivistic pint of view, to broaden the concept of intelligence in artificial intelligenve, I will examine constructivistic methodologies to intelligent machine and look about the artificial intelligence techniques which are constructivistic. Throughout such a discussion I want to promote the integral understanding of various kinds of mind theories and techniques, and pave the way of general intelligence in artificial intelligence.

  • PDF

Science Education: Constructivist Perspectives (구성주의와 과학교육)

  • Cho, Hee-Hyung;Choi, Kyung-Hee
    • Journal of The Korean Association For Science Education
    • /
    • v.22 no.4
    • /
    • pp.820-836
    • /
    • 2002
  • 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.

A study on the effect of constructive instruction and analysis of response pattern of on scientific concepts among 3, 4, 5 years old (구성주의 교수방법에 의한 유아의 연령별 과학 개념변화 및 반응유형 분석)

  • Park, Choong ll;Kim, Sin Gon
    • Korean Journal of Childcare and Education
    • /
    • v.5 no.1
    • /
    • pp.59-79
    • /
    • 2009
  • The purpose of this study to analysis the response pattern of the constructive instruction model that reflect constructivism learning theory for change on 6 science concepts. Specially, this study analyzes the constructive instruction model's effect among 3, 4, 5 years old and explain to the 6 scientific concepts that change from false response to correct response. The subjects are 34 public institution children who located in the Jinju city and was need to explain the scientific concepts. For the response pattern analysis of the this study is using scientific conceptual task on the function of ear and blood, the reason of thunder, typhoon, evaporation and ship's flotage. Conclusions that appear through result of constructivism activities effect on change of six scientific concepts and the constructive instruction's effect is more 5 year old than 3, 4 years old age.

  • PDF

Science Education Based on Constructivist Perspectives (구성주의 특성에 따른 과학교육)

  • Choi Kyung-Hee;Cho Hee-Hyung
    • Journal of Science and Technology Studies
    • /
    • v.2 no.2 s.4
    • /
    • pp.91-122
    • /
    • 2002
  • 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 literature in the first area shows that constructivism is the philosophical/ psychological view which believes in the social nature of the construction of scientific knowledge and its learning. And the analyses of a few schools of constructivism suggests decision-making as a goal of science education, loaming 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.

  • PDF

정보 처리 양식과 수학 성취도와의 관계에 대한 연구

  • 어성중;신인선
    • The Mathematical Education
    • /
    • v.36 no.1
    • /
    • pp.23-33
    • /
    • 1997
  • 현대의 많은 교육학자나 심리학자들은 구성주의를 지지하고 있다. 구성주의는 학습이 행동주의에서 말하는 것과 같이 자극에 대해 수동적으로 일어나는 것이 아니라, 자기를 둘러싸고 있는 환경과 자기가 가지고 있는 인지상태의 평형을 이루기 위해 노력하는 능동적인 과정에 의하여 이루어진다는 가설을 이론으로 삼고 있다.(중략)

  • PDF

Development of an Alternative In-Service Program for Professional Development for Teachers of Science through STS/Constructivist Approach (과학교사들의 전문성 향상을 위한 대안적 현직 교육 프로그램의 개발-STS/구성주의 모듈 개발 및 적용)

  • Cho, Jung-Il;Park, Heon
    • Journal of The Korean Association For Science Education
    • /
    • v.19 no.2
    • /
    • pp.340-352
    • /
    • 1999
  • Constructivist theory and teaching science in the social context are a main stream in science education. This study was purposed to introduce the STS in-service program implementing in Chonnam National University. and to analyze the results of the program in terms of changes of teachers' and students' perceptions and attitudes. The major features of the STS in-service program were as follows: teacher-centered. teaching in the social context. emphasis on constructivist approach. development of STS module and implementations. A total of 20 secondary science teachers participated in the in-service program. and filled out two questionnaires. Science Education Reform Inventory and Constructivist Teachings Survey. Three of the 20 teachers were selected to gain information from their implementations of a STS module into their respective classrooms. The students completed two instruments. Constructivist Learning Environment Survey. and Scientific Attitude Survey. The responses from teachers and students are as follows: 1. The participating teachers were very aware of the necessity of reform in science education. and the degree of the perception of the necessity increased after the STS in-service program. 2. The STS program significantly improved constructivist teaching techniques. 3. The perceptions of the students about constructivist learning environments improved significantly after the STS in-service program. 4. Students' scientific attitudes improved significantly through STS approach. The STS in-service program with the above mentioned features was found to be effective in our current school system. and could be implemented successfully if teachers were willing to learn and participate in the reforms of science education.

  • PDF