• Title/Summary/Keyword: Constructivism

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Constructivism and STS Reflected in the Korean Education Programs for Secondary Science Teachers

  • Cha, Hee-Young;Chung, Wan-Ho
    • Journal of The Korean Association For Science Education
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    • v.24 no.1
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    • pp.48-62
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    • 2004
  • This research aimed to investigate whether Korean education programs for secondary science teachers reflect constructivist perspectives. To identify how to introduce the idea of constructivism and STS into the courses of the current Korean education programs for secondary science teachers, two programs were selected: the Qualifying In-service Program held in Seoul and the pre-service programs established in the four departments of science education of the Korean National University of Education in Chungbuk. The course guidebooks, syllabi, and text materials prepared for implementation of the courses were collected and analyzed. E-mail correspondence with the program instructors who had conveyed both ideas to the trainees provided us more precise information about the characteristics of the classes, such as the total time provided the ideas and the teaching strategies used to implement the classes. The results indicated that the pre-service programs included the ideas of constructivism and STS more than did the Qualifying In-service Program. It is necessary that the courses included in the Korean in-service program, in particular the Qualifying In-service Program for secondary science teachers, have to be more focused on the constructivist perspectives.

A Critical Examination of Shapin's Social Constructivism (세이핀의 사회구성주의에 대한 비판적 고찰)

  • Rhee Young-Eui
    • Journal of Science and Technology Studies
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    • v.2 no.2 s.4
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    • pp.123-143
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    • 2002
  • The purpose of the paper is to examine the validity of social constructivism embodied in Shapin's case study of Boyle's air pump as a typical case study of the sociology of scientific knowledge. I shall argue that scientific activity has not only epistemic dimension but also non-epistemic dimension, and that social constructivism has put too much emphasis on non-epistemic social dimension such that it cannot provide any balanced understanding of scientific knowledge. I shall first examine the epistemic dimension of the debate between Boyle and Hobbes about air pump, then examine Shapin's view emphasizing epistemic one. Finally I consider some limits of social constructivism shown in Shapin's view.

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Constructivism in Smart Tourism Research: Seoul Destination Image

  • Hwang, Jiyoung;Park, Hyo-Yeun;Hunter, William Cannon
    • Asia pacific journal of information systems
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    • v.25 no.1
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    • pp.163-178
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    • 2015
  • This paper specifically delineated the methodological application of constructivism in smart tourism studies. It explained what constructivism is and how this methodology could be applied in the study of smart tourism. In this study, residents of Seoul participated in constructivist research using the Q method to identify their subjectivities toward Seoul based on photographs most commonly found in tourism promotional material. Residents are concerned with good governance and cultural integrity, and they are aware of their role as stakeholders in tourism in their communities. However their potential contribution to destination image formation has been usually overlooked by researchers and marketers. Three clusters of subjectivities were revealed after 42 photographs of Seoul were sorted by 37 respondents. The results show how respondents perceived Seoul's destination image. The three clusters agreed that symbolic monuments were the key representations of Seoul. The paper recommends that tourism marketers and policy makers should focus on understanding and coordinating with residents' perceived image of Seoul as a destination when planning and decision making, especially in promoting Seoul as a destination market. This study, in conjunction with other constructivist research offers insight into how destination image is, especially with the rise of smart tourism, a complex social construction.

Development of a 3D Virtual Costume Using Geometric Formativeness (기하학적 조형성을 이용한 3D 가상의상 개발)

  • Xu Yi;Minji Kim
    • Journal of Fashion Business
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    • v.27 no.3
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    • pp.115-131
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    • 2023
  • The revolution of digital fashion continues along with the development of technology. In particular, after COVID-19, fashion design development, exhibitions, and fashion shows using the metaverse space are being actively developed. In particular, as research on 3D virtual costumes becomes active, creative ideas are needed to develop creative virtual costumes. The purpose of this study is to examine the geometric formative characteristics of constructivism in art and fashion design and to develop 3D virtual works using them. Geometric form is a logical and rational basic form that includes the order of nature as an artistic material that has been constantly studied along with the creation of mankind a long time ago, and it has become a motif of many artworks and fashion. In this paper, we studied the application of the costume design of geometric shapes according to the 3D Clo, virtual-wear production software, and understood the effect of the combination of geometric shapes on costume styling. As the formative characteristics of constructivist art, three types of overlap, asymmetry, and simplicity were derived, and the geometric form was visually simple, clear, and concise. The first work produced virtual costumes that reflected the overlapping elements of constructivism. The second costume was produced by reflecting the asymmetric formative characteristics of constructivism. The third costume was a jacket that applied the simplicity of constructivist art.

A Study on Collaborative Activity for Young Children in Terms of Early Childhood Teachers' Belief on Constructivism (유아교사의 구성주의 교육 신념에 따른 유아 협동 활동에 대한 관심도 및 실천수준)

  • Han, Hee Seung;Lee, Jeong Hwa
    • Korean Journal of Childcare and Education
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    • v.11 no.1
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    • pp.269-287
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    • 2015
  • The purpose of this study was to survey collaborate learning in early childhood settings in Korea. Specifically, the study examined whether the realities of and the teachers' perception on collaborative learning would differ in terms of the teachers' belief on constructivism. To achieve this purpose, 210 teachers of kindergartens and daycare centers in Busan completed a questionnaire developed by the authors. The teachers' belief on constructivism was rated as high, medium, and low. The ${\chi}^2$-test, one-way analysis of variance, and the Scheffe test were used to analyze the teachers' interest on and practice level of collaborate learning. As a result of this analysis, the authors observed several significant differences in the realities of and the teachers' perception on collaborative learning in terms of the teachers' belief on constructivism. We discussed the results and provided practical implications for teacher training.

Analysis of Elementary Mathematics Textbooks Based on the Perspective of Constructivism Knowledge -with Focus on the Number and Operation Contents in 1st and 2nd Grades (구성주의 지식관이란 관점에서 초등학교 수학교과서 분석 -1학년과 2학년 수와 연산 영역을 중심으로-)

  • Lee, Boo-Da;Kim, Jin-Ho
    • Journal of the Korean School Mathematics Society
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    • v.13 no.3
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    • pp.415-442
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    • 2010
  • If the philosophy of the curriculum is changed when the curriculum is revised, discussion about knowledge viewpoints in the changed philosophy is needed. The purpose of this thesis is to analyze elementary mathematics textbooks(EMT) based on the perspective of constructivism knowledge as basic philosophy of the 7th curriculum and the 2007 revised curriculum and to present aim of textbooks development through the results. According to the results, the number and operation units of 1st and 2nd grades of EMT compiled according to the 7th curriculum and the 2007 revised curriculum didn't reflect the perspective of constructivism knowledge as the philosophy of the curriculum. From the analysis, EMT were not composed so as to agree the perspective of constructivism knowledge that emphasize concepts, conceptua1 principles, variety, integration.

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Case Study: A Preservice Teacher's Belief Changes Represented as Constructivist Profile

  • Kwak, Young-Sun
    • Journal of The Korean Association For Science Education
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    • v.21 no.5
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    • pp.795-821
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    • 2001
  • This Qualitative study investigated a preservice teacher's developing views of learning with the influence of constructivist epistemology taught in the Math, Science, and Technology Education (MSAT) Master of Education (M. Ed.) preservice teacher education program. The MSAT teacher education program employs constructivist aspects of teacher education and generates applications of constructivism to the practice of teaching, as revealed by faculty interview data. It is important at this point to emphasize that there are significant epistemological and ontological differences between different versions of educational constructivism (i.e., individual, radical, and social constructivism) and that these differences imply different pedagogical practices. For the 16 preservice teachers included in a larger study, the epistemological and ontological characteristics for each teacher's developing views of learning were identified through four in-depth interviews. Data from interviews were used to construct a constructivist profile for each preservice teacher's views of learning (i.e., a profile containing ontological beliefs, epistemological commitments, and pedagogical beliefs). Of the sixteen participants in the larger study, five significantly changed ontological and epistemological beliefs and eleven did not. Profile changes for the five who did change also resulted in changes in their conceptions of science teaching and learning (CSTL). In this article, one of the five teachers case was presented with rich quotes. This case study documents how a preservice teacher transferred his ontological and epistemological beliefs to his pedagogical beliefs and maintained the consistency between his philosophical beliefs and CSTL. It also demonstrated implications that changes in components for an educational constructivist profile have for a preservice teacher's view of himself as teacher. Data indicated the possibility that a constructivist-oriented preservice teacher education program can influence students' conceptions of science teaching and learning by explicitly introducing constructivism as an epistemology rather than as a specific method of instruction. Implications for both instructional practices of teacher education programmes and research are discussed.

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A Study on an Application of Constructivism to Reading Instruction in the School Library (학교도서관 독서교육방법으로서의 구성주의 학습이론 적용에 관한 연구)

  • Suh, Jin-Won
    • Journal of Korean Library and Information Science Society
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    • v.43 no.3
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    • pp.265-289
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    • 2012
  • In this paper, I studied on reading instruction in the school library. Reading instruction is a very important role of school library. And it is an essential element of school education. In this paper, I tried an application of constructivism for reading instruction. Information literacy instruction of school library includes reading instruction. So the pattern of information literacy instruction of school library was accepted as reading instruction pattern of school library in this paper. And then constructivism for learning principle and reading strategies as reading instruction was analyzed in this paper. Gerard J. Westhoff categorized reading strategies into 4 parts. I applied this categorization of reading strategies to the reading instruction pattern. And I analyzed and synthesized these relative constructivism elements and reading strategies for the reading instruction pattern in this paper.

A Study on the Collaboration Learning Effect of BIM/IPD Through Constructivism Learning Method (구성주의 학습 방법을 통한 BIM/IPD협업 학습효과에 대한 연구)

  • Jin, Juan;Choi, Jungsik;Kim, Inhan
    • Korean Journal of Construction Engineering and Management
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    • v.22 no.5
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    • pp.3-16
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    • 2021
  • The purpose of this study is to verify the practical effectiveness of the constructivism education theory in building information modeling (BIM)/integrated project delivery (IPD) collaboration education by determining education methods that are most relevant to collaboration in the interaction process. We propose a BIM training model that enhances students' satisfaction in class and collaboration. We aim to identify interrelationships between BIM collaboration education and constructivism theories, examining constructivism methods in BIM/IPD classes to discern which are the most suitable for improving and enhancing collaboration and the proposed education model.

Reflections on the application of progressivism and constructivism in mathematics education (수학교육에서 진보주의와 구성주의 적용에 대한 성찰)

  • Park, Jeongseon;Shin, Jaehong
    • The Mathematical Education
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    • v.60 no.3
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    • pp.387-407
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    • 2021
  • The present study was conducted on the assumptions that both progressivist and constructivist education emphasized the subjective knowledge of learners and confronted similar problems when the derived educational principles from the two perspectives were adopted and applied to mathematics research and practice. We argue that progressivism and constructivism should have clarified the meaning, purpose, and direction of 'emphasizing subjective knowledge' in application to the particular educational field. For the issue, we reflected Dewey's theory on the application of past progressivism, and aligned with it, we took a critical view of the educational applications of current constructivism. As a result, first, the meaning of emphasizing subjective knowledge is that each of the students constructs a unique mathematical reality based on his or her experience of situations and cognitive structures, and emphasizes our understanding of this subjective knowledge as researchers/observers. Second, the purpose of emphasizing subjective knowledge is not to emphasize subjective knowledge itself. Rather, it concerns the meaningful learning of objective knowledge: internalization of objective knowledge and objectification of subjective knowledge. Third, the application of the emphasis on subjective knowledge does not specify certain teaching/learning methods as appropriate, but orients us toward a genuine learner-centered reform from below. The introspections, we wish, will provide new momentum for discussion to establish constructivism as a coherent theory in mathematics classrooms.