• Journal of Educational Research in Mathematics
• /
• v.15 no.2
• /
• pp.107-130
• /
• 2005

The aims of this study are to identify Dewey's theory on mathematics education and to clarify its influence on the modern theories of mathematics education. For this purpose, we have examined Dewey's theory of knowledge named as pragmatism or instrumentalism, and studied the Dewey's theory of education in which he maintained education is the reconstruction of experiences. And then, we have examined Dewey's theory on mathematics education, such as theory of mathematics, purpose of mathematics education, contents of mathematics education, and methods of mathematics education respectively. After that, we have analyzed how his theory on mathematics education is connected with the diverse theories of modern mathematics education, such as Piaget's operational constructivism, Freudenthal's theory of realistic mathematics education, Polya's theory on mathematical problem-solving, and social constructivism. Through this study, we might say that Dewey's theory on mathematics education is a prototype of modern theories of mathematics education and a comprehensive paradigm which is very suggestive to the phenomena of mathematics education.

• Journal of Elementary Mathematics Education in Korea
• /
• v.2 no.1
• /
• pp.1-14
• /
• 1998

Nowadays there are presented various educational methods based on Constructivism which is regarded as newest epistemological paradigm about Knowledge and knowing, but none which is dramatically new. The educational methods proposed by the advocates of Constructivism are already put in practice by the teachers that are interested. Following this, we will interpret R. Skemp's theory about educational methods based on Constructivism. Here we will introduce various play activities for building number concepts.

• Korean Journal of Cognitive Science
• /
• v.6 no.1
• /
• pp.5-30
• /
• 1995

Fodor and his followers argue that connectionist model does not have compositional structure,or else it is merely an implementation of a classicist model.'Classical constityency'is used importantly to show connectionist model does not have compositional structure.However,in contrast Fodor and his followers,I maintain that it is possible for connectionist model to have compositional structure without attributing classical constituency to cognitive model,and the very classical consitiuency makes the connectionist model nonimplementational.

• Journal of Korea Game Society
• /
• v.6 no.4
• /
• pp.25-37
• /
• 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.

• Journal of Digital Contents Society
• /
• v.18 no.8
• /
• pp.1677-1684
• /
• 2017

In this paper, we tried to combine the findings obtained from pedagogical analysis of serious game, which is a study of Soo-Cheol Ha [2, 3], and learning theories such as behaviorism, cognitivism, constructivism, situated learning, and other theories. Based on the previous research, we propose pedagogical elements of serious games based on theories and researches from models and other studies using learning theory. The suggested elements were applied on GSS(Global Startup Simulation), which is a serious game, and the results were confirmed through questionnaire evaluation of learners who are learning through it.

• Korean journal of communication and information
• /
• v.23
• /
• pp.7-45
• /
• 2003

As e-commerce has led to profound changes in the way economic transactions are made and has spurred the rapid integration of global markets, governance of e-commerce has emerged as an important policy agenda around the globe. Given the broader social and economic implications of e-commerce, it is of no surprise that the rule-making process for global e-commerce has increasingly captured the attention of scholars. Despite the substantial contributions to understanding this process, a review of the literature reveals some weaknesses in the study of emerging forms of governance in global e-commerce. This paper addresses these weaknesses and proposes an alternative theoretical framework that underscores the role of ideas and discourse in the global rule-making process.

• Journal of Practical Engineering Education
• /
• v.15 no.3
• /
• pp.625-633
• /
• 2023

In this paper, we will examine the theoretical background and educational methodological basis of Novel engineering class cases published to date. For this purpose, we selected and investigated 30 Novel engineering-related academic papers and dissertations published from 2016 to 2023. As a result, the theoretical background is Seymour Papert's constructionism and Vygotsky's socio-cultural constructivism, and the educational methodological basis is creative problem-solving learning, problem-based learning, interdisciplinary convergence class, action learning, associating reading and writing education, possibility with integrated curriculum. We hope that this study will solidify the theoretical value of the Nobel Engineering convergence teaching model and serve as an alternative for teachers preparing for future education.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
• /
• 2009.05a
• /
• pp.822-826
• /
• 2009

학습 프로세스는 학습참여자인 학습자들과 교수자의 상호적인 활동에 의하여 교수-학습이 이루어지는 과정이라고 할 수 있다. 이러한 과정에서 일련의 학습자료들이 제공되고 만들어진다. 교수-학습이론에서 여러 가지 모델이 제안되어 이용되고 있지만 각 학습참여자의 역할과 학습자료간의 관계가 명시적으로 정의되어 운영되지 못하는 점이 있다. 한편 서비스제공이나 소프트웨어개발과 같은 추상적인 결과물을 생산해야하는 경영학이나 소프트웨어공학에서는 프로세스(과정)의 관리만이 그 결과물의 질을 담보할 수 있다고 생각한다. 결과물의 질관리를 위한 프로세스의 관리는 프로세스의 역할별 활동에 의한 투입/산출물, 프로세스들의 관계를 명시하고, 그에 따른 측정가능한 지표를 개발-분석함으로써 이루어진다. 본 논문에서는 소프트웨어 개발 방법론에 기반하여 구성주의적 교수-학습 프로세스를 정의함으로써 교수활동에 구성주의적 교수-학습이론을 용이하게 적용할 수 있는 지침을 제공하고, 향후 프로세스를 기반으로 하는 교육 서비스사이언스의 기본적 구성요소를 제공하고자 한다.

• The Journal of the Korea Contents Association
• /
• v.20 no.3
• /
• pp.286-297
• /
• 2020

This study explores how fear of isolation and willingness to speak out are affected by cultural values. The cross-cultural studies on the spiral of silent theory were conducted mostly in Eastern and Western countries and compared the results. It attributed to the results to the "individualist-collective" attitude difference. However, it did not explain the differences in the same individualism societies as well as in the collectivism societies. Thus, this study examined the impact of cultural values on the spiral of silence theory with 'individualism-collectivism' and 'uncertainty-avoidance'. To that end, the current study conducted online surveys in India, South Korea, the United States and Spain where have different levels of individualism, collectivism, and uncertainty-avoidance. As a result, individualism contributed to lower the fear of isolation, and collectivism and uncertainty avoidance have raised the fear of isolation. Besides, individualism and uncertainty avoidance also reinforce the willingness to speak out, while fear of social isolation has been shown to weaken the willingness to speak out. The study also found that fear of isolation has the mediated effect of individualism and collectivism on the willingness to speak out.

• Korean journal of communication and information
• /
• v.70
• /
• pp.66-94
• /
• 2015

Postcolonialism, as a school of thought, has become enormously influential for understanding the recent phenomena of globalization. While rejecting the universalizing categories of the Enlightenment, postcolonialism has called into question the old idea of culture and identity as a transcendent regime of authenticity and purity. It has also celebrated the diasporic experiences that entail porous and hybrid cultural identities as a potential site of struggle and resistance against the dominant cultural and discursive order. It is argued, however, that postcolonial theory's emancipatory claims relating to the diversified global culture tend to be complicit with transnational capitalism that brings about global issues of material as well as cultural injustice. This article, through a thorough review of the ways the postcolonial theoretical framework has been developed and appropriated by main figures in postcolonial scholarship, seeks for a theoretical and critical strategy to grasp the complex conditions of global inequality.