• Journal of Elementary Mathematics Education in Korea
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• v.3 no.1
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• pp.21-39
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• 1999

In this paper, we first exam the relation between Piaget's theory of cognitive development and cognitive constructivism. With it's outcome We find three principles of constructivist teaching-learning methods for primary mathematics These are as follows 1) active learning based on self-regulatory process 2) empirical learning by self initiated activities 3) individual learning derived from present cognitive structure and fits of new experiences. Finally we introduce several examples for classroom practice applied the above principles in primary mathematics.

• The Mathematical Education
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• v.41 no.2
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• pp.189-202
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• 2002

Problem-centered learning reflects learning strategy based on constructivism. In this learning, students should find the solution in a small group discussion, and share their solutions with classmates in whole class discussion. So students participate in mathematics instruction actively and interact with other students about the strategies. We expect students would change their attitudes on mathematics and mathematical learning in these processes. In this study, we analyzed students' attitudes on mathematics and mathematical learning when they participated the problem-centered learning program. We found the change of students' attitudes to mathematics via problem-centered learning.

• International Journal of Contents
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• v.9 no.4
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• pp.45-51
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• 2013

The purpose of this paper is to analyze educational theories and practices represented in the movie Dangerous Minds. This paper begins by giving the overview of the movie. Then this paper makes an analysis of the pedagogical methods and practices used by the teacher in the movie, which can encourage students to fulfill their academic success and social mobility. The lives of students at risk are transformed through the teacher's beliefs and pedagogical practices based on the constructivism, leading students on a path of selfdiscovery and self-empowerment. What is imperative in the students' lives here is their intrinsic motivation and self-efficacy toward the self and their educational system. By providing constructivist pedagogical paradigms and viewing these media texts within the context of an urban school, this paper intends to introduce educational theories and methods which can create better educational environment for students. In short, this study explores teaching theories and methods represented in the movie based on the constructivist perspectives, which are supposed to fully cultivate the potential of students.

• Journal for History of Mathematics
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• v.23 no.1
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• pp.25-40
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• 2010

We first seek a principle of cognitive development processes by reviewing and summarizing Piaget's cognitive development theory, constructivism and Dubinsky's APOS theory, and also the epistemology on logics of 墨子 and 荀子. We investigate Chapter 8 方程 on the theory of systems of linear equations, of the Nine Chapters, one of the oldest ancient Asian mathematical books, from the viewpoint of our principle of cognitive development processes. We conclude the educational value of the chapter and the value of the research on Asian ancient mathematical works and heritages.

• Korean Journal of Child Studies
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• v.25 no.4
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• pp.93-114
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• 2004

The purposes of the present study were to identify the stages of early concept development of the air in young Korean children and to compare the stages with those reported by Piaget. The subjects were 87 four, five, and six-year-old children from one kindergarten, two day care centers, and an elementary school, all located in Seoul. To collect the children's ideas of the air, individual interviews were conducted based on Piaget's Clinical Interview method. According to the results, the children formulated very unique concepts of the air, showing artificialism, anthropocentric finalism, animism, and dualism. Their concepts of the air showed a consistent developmental process which is very similar to the stages proposed by Piaget. This implies that young children's misconcepts and idosyncratic ideas are very natural and can not be eliminate easily by artificial instruction. This also means that children's internal ideas themselves should be the starting point of education.

• Journal of The Korean Association For Science Education
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• v.8 no.2
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• pp.33-41
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• 1988

During the last decade researchers in science education and psychology have emphasized the importance of children's ideas, or "what they already know", which they bring to their related learning situations. Most research reports on the children's prior ideas reject both the traditional epistemologies and the conventional learning theories. Therefore, this study has its objective to analyze the traditional epistemologies as well as post-positivism contemporarily in vogue, to examine both the conventional learning theories and the constructivism of psychology, and then, based on the analyses, to draw the implications for the future science education. The implications are described under such headings as the nature of science, the science curricula, and the science teaching/learning. The implications are drawn in logical relation to the post-positivism and constructivism, and some of which are empirically validated by the research on the children's conceptions.

• Korean Journal of Child Studies
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• v.22 no.4
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• pp.271-283
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• 2001

The purpose of this article was to clarify the meaning of constructivist teaching and to improve methods related to constructivist teaching. As a theory of learning, constructivism is serving as the basis for many of the current reforms in education. Many educators, however, misconceive what constructivist teaching means. The application of Piagetian theory to early childhood education was reviewed and analyzed. This article provides the overarching principles of constructivist teaching in early childhood classrooms with emphasis on illumination of the misconception. It postulates that constructivist teachers find their own autonomously selected ways to integrate the principles of constructivist teaching.

• The Journal of Sustainable Design and Educational Environment Research
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• v.2 no.1
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• pp.91-104
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• 2002

This study is on the architectural planning of the secondary school for the future. It focuses on principles and directions of the architectural planning. There are two motivations on the change of education paradigm. The one is that educational philosophy changes and the other is that the knowledge based society has come. Now these affection factors put the education paradigm to be changed. These educational paradigm need to be analyzed from constructivism and educational informationage. Lastly, architectural principles and directions were analogized from educational directions. Architectural principles(6 elements) and directions(15 elements) have been proposed in this study. The conclusion of this study, architectural planning of educational facilities must be with those criteria for more characteristic schools and organic schools.

• Journal of Korean Elementary Science Education
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• v.19 no.1
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• pp.85-99
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• 2000

Researches have shown that learning science frequently requires the process of conceptual change. As a result, many of the constructivist teaching and loaming approaches focus on this kind of loaming. In approaches that focus on conceptual change, cognitive conflict strategies play a key role. Students, however, still have much difficulty in loaming science. Theoretically, it underlies Piaget's genetic epistemology in which disequilibration demands an interplay between assimilation and accommodation until equilibrium is restored. Also, radical constructivism has its roots in a variety of disciplines, but has been most profoundly influenced by the theories of lean Piaget as interpreted and extended by Glasersfeld. This study is intended to interpret the conceptual change from radical constructivist perspective and explain difficulties of conceptual change which students have in learning science.

• International Journal of Contents
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• v.4 no.4
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• pp.24-29
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• 2008

In 1920s, Soviet silent films enjoyed unprecedentedly great prosperity throughout world film history. Particularly, Dziga Vertov could develop 'montage' in collaboration with Sergei Eisenstein and thereby could work as the engines behind development and leap of Soviet films toward 'new concepts' of 'new films' worldwide. However, Vertov's original reputations - the best film theorist and avant-gardist as well as great cineaste in his contemporary age - have been misunderstood or underestimated, so that he has been still misestimated or distorted as radical formalist and documentary propagandist. In regard to these points, this study aims to take Gilles Deleuze's modal esthetic approaches to further considering and historically re-highlighting D. Vertov's film theories that are based on the principle of 'film-reality' and the concept of 'Life As It Is' according to 'kino-eye' method and 'interval' theory as a part of futurism and constructivism breaking down any attribute of traditional narrative films.