• Journal of the Korea Convergence Society
• /
• v.12 no.11
• /
• pp.329-334
• /
• 2021

This thesis examined the characteristics of constructivism that brought about expanded expression of modern jewelry, and also organized how the constructivism was utilized for jewelry. The objective of this study is to examine the attempts of new materials based on constructivism and various expression styles, and also to understand the concept of constructivism developed into an element of complex formative expression. For this, this study organized the characteristics of constructivism that was initially expanded from Bau Haus in the aspect of expression through the composition of material and space, and also analyzed the jewelry artists' methods and attempts to express various materials. As a result, the constructivism showed the expansion of the formativeness of jewelry in the formative aspect of steric expression and in-depth concept through the composition of architectural pattern, visualization of space, and use of other materials, which becomes an example of basic formative element of modern jewelry design. However, it is limited to the material formative element of constructivism, so the expansion of design would be needed. Thus, there should be more researches on the expansion of various jewelry designs that could express the philosophy of constructivism.

• Fashion & Textile Research Journal
• /
• v.6 no.2
• /
• pp.153-162
• /
• 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.

• Korean Medical Education Review
• /
• v.22 no.2
• /
• pp.85-92
• /
• 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.

• Journal of the Korean earth science society
• /
• v.22 no.5
• /
• pp.427-447
• /
• 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.

• Korean Institute of Interior Design Journal
• /
• no.41
• /
• pp.256-265
• /
• 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.

• Education of Primary School Mathematics
• /
• v.2 no.1
• /
• pp.15-26
• /
• 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 .

• Journal of Korean Library and Information Science Society
• /
• v.40 no.4
• /
• pp.81-92
• /
• 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.

• 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.

• Journal of the Korean Society of Earth Science Education
• /
• v.3 no.3
• /
• pp.198-208
• /
• 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.

• Journal of the Korean School Mathematics Society
• /
• v.25 no.3
• /
• pp.243-260
• /
• 2022

This article examines the educational background of the knowledge system in mathematics education from three perspectives-behaviorism, cognitivism, and constructivism-centered on psychology in mathematics education. First, the relationship between mathematical education and learning psychology is reviewed according to the flow of time. Second, we examine the viewpoints of objectivism and constructivism for school mathematics. Third, we look at the psychology in mathematics education and constructivism from the perspective of learning theory. Lastly, we discuss the implications of mathematics education.