• Title/Summary/Keyword: Constructivism

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A Study on the Stage Costume of Russian Constructivism Theatre - In the Works of Meyerhold - (러시아 구성주의 연극의상에 관한 연구 - Meyerhold의 작품 속에 나타난 무대의상을 중심으로 -)

  • Woo, Joo-Hyoung
    • Fashion & Textile Research Journal
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    • v.6 no.2
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    • pp.153-162
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    • 2004
  • Influenced by Constructivism Art, Constructivism theatre projected the future with the help of participating artists and the development of new technologies. Therefore, this thesis studied the stage costumes in the plays of Meyerhold who represented Constructivism Play and showed its characteristics. The stage costumes in Meyerhold's plays followed the rules of Constructivism Play and showed several unique characteristics, such as the Bio-mechanic as a characteristic in his plays, functionality that facilitated the movement based on Taylorism, simple shapes, and easy cutting. Constructive artists saw the stage of constructive plays as a laboratory where they can display their designs, directly portraying future life forms through stage costumes and props. Stage costumes were no more a supporting tool that had described the play. Following the new concept of stage costumes, working costumes and stage costumes came to be regarded as the same. In turn, this led to new models and special costumes such as sportswear or specialized garments. Constructivism artists foresaw the future through the plays, with their fundamental basis for stage costumes shown in the later works of ordinary costumes.

Application of Social Constructivism in Medical Education (의학교육에서의 사회적 구성주의의 활용)

  • Kim, Youngjon
    • Korean Medical Education Review
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    • v.22 no.2
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    • pp.85-92
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    • 2020
  • The purpose of this study is to discuss the main principles and concepts of social constructivism, examine the literature on the application of social constructivism in medical education, and explore the meaning and limitations of the utilization of social constructivism with learning theory. A literature search was carried out in two stages, utilizing PubMed, CINAHL and Education Source databases. The first search included both fields (social constructivism AND medical education), while the second search was performed by subject (Vygotsky or ZPD or zone of proximal development or scaffolding AND medical education). A total of 96 papers were found through the first and second searches, and after reviewing the abstracts of all 96 papers, 41 papers were deemed suitable for research purposes. In medical education, social constructivism is applied in areas such as (1) social and cultural behaviors (hidden curriculum), (2) social construct of "meaning" (dialogue and discourse), (3) learner's identity transformation (expert), and (4) instructional intervention (ZPD and scaffolding). Social constructivism has provided many ideas to explore in terms of the composition of knowledge in the sociocultural context of health care, but it has not demonstrated an explicit instructional method or educational effects.

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 Study on Teachers' Mathematical Beliefs and Constructivism (교사의 수학관과 구성주의)

  • 남승인
    • Education of Primary School Mathematics
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    • v.2 no.1
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    • pp.15-26
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    • 1998
  • Teachers beliefs for the mathematics can have a powerful impact on how children go about learning mathematics, and theirs mathematical beliefs and abilities. In this study, \circled1 to divided teacher's mathematical beliefs into three - absolutism, progressive absolutism, constructivism - and to search into a theoretical characteristic, \circled2 to analyze and criticize the problems of the behaviorism and to investigate a point of basic view of the constructivism on mathematics education, \circled3 to suggest teacher's a role in mathematics learning be based on the constructivism perspective .

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A Study on Learning Model of Constructivism for CAAD Education (CAAD교육의 구성주의 학습모델 개념에 관한 연구)

  • 윤주호
    • Korean Institute of Interior Design Journal
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    • no.41
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    • pp.256-265
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    • 2003
  • This study aims to investigate how to apply the theory of constructivism to CADD education. To maximize educational effect in the educational process, evaluation, media, interactions between instructor and learners, existing CADD education has some limitations and needs new methodology. Constructivism can be said to be a learner-oriented theory in that it emphasizes on the process of understanding in each individual. It can contribute in educational practice to elicit each learner's motivation and to develope their creativity. This paper tried to investigate how to apply constructivism to architectural designing and find the most suitable CAAD education methodology related to design studio.

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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Preliminary Work for Designing a Learning Model Based on Cybernetics and Radical Constructivism (사이버네틱스와 급진적 구성주의에 입각한 학습모형 구안을 위한 예비 작업)

  • Yoo, Pyoung-Kil
    • Journal of the Korean Society of Earth Science Education
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    • v.3 no.3
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    • pp.198-208
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    • 2010
  • This work describes a preliminary investigation to a learning model based on cybernetics and radical constructivism. To achieve this purpose, main ideas of cybernetics, i.e., negative feedback, difference, self-regulation, equilibrium, and purpose-directed behavior was analysed under radical constructivism. Powers' model, which consists of hierarchically arranged negative feedback systems, is introduced into this work. This was based on the claim that living organisms behave to control perceptions. By adding the notion of scheme from the view of radical constructivism, a learning procedure, which consists of six steps, was suggested in this work.

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R. R. Skemp's basic activities for building number concepts based on constructivism (구성주의에 따른 Skemp의 수 개념 기초 활동)

  • Kang Shin Po;Kim Pan Soo
    • Journal of Elementary Mathematics Education in Korea
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    • v.2 no.1
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    • pp.1-14
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    • 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.

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A Study on Space Design in Russian constructivism on early 20th Century (20세기 초 러시아 구성주의에서 나타나는 공간디자인에 관한 연구)

  • 김주연;강수미
    • Korean Institute of Interior Design Journal
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    • no.29
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    • pp.35-42
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    • 2001
  • As a part of Avant-Garde movement centered in Russia before and after the Revolution in 1917, Russian Constructivism was born as most experimental and avant-garde modernity artistic movement. Russian Constructivism played a significant part in relative to Avant-Garde in the beginning of twentieth century and has contributed to a series of artistic movement, it deserves a status befitting its contribution to modem abstract art. Noticing the fact that Constructivist approaches are being attempted in modern architecture with the new rise of Constructivist design theory and increased interest in Constructivism, this thesis explores the design elements characterizing Constructivism in art and architecture To be specific, it suggests the relation of Plastic paradigm in formalistic, elemental and technical aspects and categories into Plastic characteristics. Thereby, the thesis aims to categorize the elements in terms of contradicting two trends of pure plastic and scientific expressions, and to analyze comparatively the related Plastic trends represented in modern space design. The thesis recolonizes that attempts to break out from stereotypes of Constructivism to reinvent itself constantly have contributed to an unconventional forms and new aesthetic standards and have a great impact on idealistic forms in many genres.

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Cognitive Constructivism in the Development of Medical Education (인지적 구성주의에 근거한 의학교육의 발전 방향)

  • Chun, Kyung Hee
    • Korean Medical Education Review
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    • v.22 no.2
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    • pp.77-84
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    • 2020
  • This study introduces cognitive constructivism in reference to its emergence in the development of medical education. The main concepts of cognitive constructivism as they relate to knowledge construction and the learner's process were described, and cognitive constructivism as a learning theory was examined in its capacity to help interpret the phenomenon of medical education. Piaget's theory of cognitive constructivism and Ausubel's meaningful learning theory were applied in an attempt to explore the role of students and educators, curriculum, and teaching and learning in medical education from a cognitive constructivist perspective. When faced with new information, learners compare it with the existing schema to understand, and in order to resolve conflicts caused by inconsistencies in the information, learners incorporate assimilation and accommodation to help maintain equilibration. Therefore, instructors must meaningfully connect new content to the learner's existing schema and make endless efforts to satisfy learners' intellectual curiosity. The basic premises of medical education content is a suitable subject of meaningful learning. A learner who already possesses well-structured knowledge is likely to experience meaningful learning and a richer intellectual experience. Therefore, it is necessary to organize the curriculum strategically and elaborately so that learners can have an improved and effective learning experience.