• Title/Summary/Keyword: Constructivism

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Pre-service Teachers' Internalized Meanings of Educational Constructivism

  • Kwak, Young-Sun
    • Journal of the Korean earth science society
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    • v.23 no.2
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    • pp.119-131
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    • 2002
  • Constructivism is defined in a variety of ways (e.g., constructivist research paradigm, sociological constructivism, and philosophical constructivism) and applied in vastly different contexts. Among the various usages and interpretations of constructivism, one is educational constructivism that embodies an epistemological view of knowledge and learning that is an alternative to naive empiricism or classical behaviorism. To represent the full range of stances taken by educational constructivists, three versions of educational constructivism were considered in this study: individual constructivism originating in the work of Piaget, the radical version of constructivism associated with von Glasersfeld, and the social constructivism of Vygotsky. I investigated preservice teachers' meaning construction about constructivist epistemology as they went through their preservice teacher education program using in-depth interviews. This preservice teacher education program employs constructivist aspects of teacher education and generates applications of constructivism to the practice of teaching. Features of preservice teachers' internalized meanings of educational constructivism include: (1)traditional pedagogy as the default, (2) Literal interpretation of constructivism, (3) Individual constructivism as conceptual change learning, (4) Radical constructivism as a strong individualistic philosophy, (5) Social constructivism as being too ideal to be practical. A compilation of the teachers' own statements about how to implement conceptual change learning and their projected role as constructivist teacher is also provided.

Frequently-Asked Questions on Radical Constructivism (급진적 구성주의에 대해 자주 제기되는 문제)

  • 박만구
    • Journal of Educational Research in Mathematics
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    • v.12 no.2
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    • pp.193-212
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    • 2002
  • What is radical constructivism There were many questions arose related with radical constructivism in mathematics education. In this paper, the author put seven frequentlyasked questions on radical constructivism and described each question one by one in light with constructivists' point of views. The questions included types of constructivista, radical constructivism, trivial or weak constructivism, and social constructivism; representative people in radical constructivism; matter of ontological reality; evaluation of others' work; shared meaning; social influence; and teacher's roles from the perspectives of radical constructivism. The author added his opinions ell each Question.

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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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Effects of Constructivism-Based Teacher Education Program for Supporting Infant's Mathematical Inquiry Activity on Variables Related to Infant Teacher's Mathematics Teaching (영아 수학적 탐색활동 지원을 위한 구성주의 교사교육프로그램이 영아교사의 수학지도 관련 변인에 미치는 효과)

  • Ko, Eunji;Kim, Jihyun
    • Family and Environment Research
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    • v.58 no.1
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    • pp.105-120
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    • 2020
  • This study helps infant teachers practice a constructivism-based teacher education program that supports infant mathematical inquiry activities and examines improvements in mathematical teaching knowledge, mathematical teaching initiatives, mathematical interaction, constructivism belief and mathematical teaching efficacy. Twenty two experiment group infant teachers and twenty two comparison group infant teachers were chosen at two workforce educare centers. The experiment group infant teachers participated in 18 sessions of a constructivism teacher training program for 8 weeks, but the comparison group infant teachers did not take part in the program. Pretest and post-tests were implemented for the mathematical teaching knowledge, mathematical teaching initiatives, mathematical interactions, constructivism belief and mathematical teaching efficacy in the experiment group. Independent sample t-test and ANCOVA were tested using Windows SPSS statistics 21.0. The homogeneity test for the experiment and comparison group revealed significant differences. ANCOVA was carried out after the pretest score was controlled as a co-variance. Significant differences were indicated in mathematical teaching knowledge, mathematical teaching initiative, mathematical interaction, constructivism belief and mathematical teaching efficacy. The results indicated that a constructivism-based teacher education program to support infant mathematical inquiry activities influenced improvements in mathematical teaching knowledge, mathematical teaching initiative, mathematical interaction, constructivism belief and mathematical teaching efficacy. This study proved the effects of the program based on constructivism theory content for the knowledge, skills and attitude about infant teaching of mathematical initiatives and practiced a program of exploration, investigation, application and assessment for infant teachers. The results can help infant teachers teach mathematical exploration activities and help activate infant mathematical exploration activities.

A Study on the Costume of Arts in the Russian Constructivism - Focused on Tatlin, Rodchenko, Stepanova & Popova - (러시아 구성주의(Constructivism) 예술의상 연구 - Tatlin, Rodchenko, Stepanova와 Popova를 중심으로 -)

  • Park, Yoon-Jeong
    • The Research Journal of the Costume Culture
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    • v.18 no.3
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    • pp.550-558
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    • 2010
  • Russian Constructivism, which took the lead in the Russian trend of art until the late 1920's, was influenced by European Cubism and Futurism. Breaking away from the previous realistic tendency, Russian Constructivism, to meet the ideology of the revolution, insisted the "Art into Street" and the "Art in Industry" with its abstract and geometric design. Russian Constructivism effected paintings of mid 1920's, as well as Industrial design and costume design. This operated remarkable changes in Russian form of costume and textile area. An unusual situation like revolution had provided the social justification to develop a new costume design not for the special class of people, but for the general public. In this atmosphere, the plan of clothing mass production began to progress. Although the Russian Constructivism costume of arts shows the similarity in the trend of fashion and the physical forms of those days, its fundamental idea in manufacturing costumes was 'to create costumes to be possible to mass-produce and to be wearable to anyone regardless of the social class'. Therefore, Constructivism costume of arts pursued dynamism and geometric form through non-objective design that has broken away from the handcrafted and traditional standards of the past. These distinct characteristics served as a momentum to seek costume design based on productivity and functionality.

A Study on the Formativeness of Russian Constructivism in Modern Fashion (현대 패션에 나타난 러시아 구성주의의 조형성에 관한 연구)

  • Sohn, Ho-Young;Kan, Ho-Sup
    • Journal of the Korean Society of Costume
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    • v.61 no.10
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    • pp.1-15
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    • 2011
  • Constructivism is an avant-garde movement that began in 20th-century Russia, which rapidly turned into an industrial society. This was one of the most experimental art movements, that wanted to be at the center of social and political-ideological change as it pursued a unique style, which portrayed the true essence of art and humanity. Russian constructivism greatly influenced modern fashion and suggested a new artistic standard. First, the artistic elements of Russian constructivism include photo montages, geometrical structures, color abstraction, and an asymmetrical order, through which the ideals of the Russian Revolution were substantiated, idealized, and materialized into an artistic form. Second, the different forms of Russian constructivism have various artistic characteristics such as popularity, spatiality, structuralism, decorativeness, and mobility, which were then expressed in modern fashion elaborated below. This study intends to reconstruct the meaning of Russian formalism and reflect it on fashion; thereby reconsidering the characteristics and the meaning of Russian constructivism in the context of today's fashion. This will broaden the meaning of constructivism and suggest a new direction for modern fashion.

A Study on the School Library Assisted Instruction as a Practical Element of Constructivism (구성주의 교육방법의 구현요소로서의 학교도서관 활용수업에 관한 연구)

  • Suh, Jin-Won
    • Journal of Korean Library and Information Science Society
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    • v.42 no.2
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    • pp.215-236
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    • 2011
  • I studied on the relations of constructivism and school library assisted instruction in this paper. Constructivism is the most important goal of the modern schooling. In constructivism they insist that knowledge is constructed by the learner individually and subjectively. So in constructivism they focus their attention on setting authentic environment of learning for each individual learner. Constructivism was developed into the learner-centered instruction in schooling nowadays. In constructivism the following instructions are very important for achievement its' goal ; problem based learning, project based learning, discussion based learning etc. These instructions are supported commonly by resource based learning. Educational resources are managed in school library totally. School library assisted instruction is the most effective one for resource based learning. And information literacy instruction by teacher librarian relates closely meta cognitive learning of reflections in constructivism. School library assisted instruction is the essential element for the practice of constructivism in schooling.

The Meaning and Mechanism of the 'Construction' in the Operational Constructivism and the Social Constructivism (조작적 구성주의와 사회적 구성주의에서 구성의 의미와 과정)

  • 임재훈;홍진곤
    • Journal of Educational Research in Mathematics
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    • v.8 no.1
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    • pp.299-312
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    • 1998
  • In this study, we have investigated the meaning and mechanism of the 'construction' in the operational constructivism and the social constructivism. According to Piaget, a mathematical concept is the operational sch me, which is constructed through the reflective abstraction from a general coordination of activities and operations. The process of the reflective abstraction consists of 'reflechissement'and 'reflexion'. The reflechissement starting from 'intriorisation' concludes with 'thematisation', and the reflexion consists in the 'equilibration' of the result of reflechissement. The 'construction' in the social constructivism includes two process. One is the process from the individual, subjective knowledge of mathematics to the social, objective knowledge of mathematics, and the other is vice versa. The emphases is placed on the 'social interaction' and the 'representation' in this two processes. In this context, if we want to apply the social constructivism, we should clarify the meaning of 'society', and consider the difference between the society of mathematicians and the society of students.

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플라톤주의와 사회구성주의

  • 박창균
    • Journal for History of Mathematics
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    • v.15 no.2
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    • pp.69-76
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    • 2002
  • Platonist asserts the existence of abstract entities. Social constructivism views mathematics as a social construction. Platonism seems to be opposed to social constructivism. But this paper discusses the compatibility of Platonism and social constructivism.

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