• Journal of Korean Elementary Science Education
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• v.29 no.1
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• pp.86-92
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• 2010

Although constructivist assessment has been emphasized by many science educators, most elementary school teachers are still not familiar with this. In order to investigate the causes of this problem, we examined the perceptions of pre-service elementary school teachers toward constructivist science assessment and the relationships among the perceptions toward constructivist science assessment, the views on science teaching and learning, science teaching efficacy beliefs, and the perceptions toward constructivist science learning environment. Analyses of the results revealed that the perceptions of pre-service elementary school teachers toward constructivist science assessment were higher than those of the elementary school teachers reported previously. The results of a stepwise multiple regression analysis indicated that the views on constructivist science teaching and learning and personal science teaching efficacy beliefs were the significant predictors of the perceptions toward constructivist science assessment.

• Korean Journal of Child Studies
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• v.28 no.2
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• pp.19-37
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• 2007

In this study of the relative effectiveness of constructivist and non-constructivist approaches to shadow activity for young children, 59 children in two kindergarten classes were assigned to constructivist or non constructivist conditions. Each group participated in 12 units covering shadow search, shadow making, changing shadow size, changing shadow position, and shadow disappearance. Analysis of covariance of differences between the mean scores of the two groups on the posttests of shadow concepts and scientific attitudes revealed that the children in the constructivist group performed better than the children in the non-constructivist group. This confirms the constructivist approach to shadow activities as good science activities for young children by promoting their active experimentation using reasoning about light to foster spatio-causal relations construction.

• Journal of Korean Elementary Science Education
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• v.28 no.3
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• pp.352-360
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• 2009

In this study, we investigated the relationships among elementary school teachers' perceptions of constructivist science assessment, views on science teaching and learning, science teaching efficacy belief, and the perceptions of constructivist science learning environment. An exploratory factor analysis was conducted to validate the factor structure of the perceptions of constructivist science assessment test. The test consisting of 3 factors with 21 questions in the previous research was reconstructed as one consisting of 2 factors with 22 questions as a result of the factor analysis. A stepwise multiple regression analysis was also conducted to predict the explanatory powers of the variables on perceptions of constructivist science assessment. The results indicated that the perceptions of constructivist science learning environment, views on constructivist science teaching and learning, and personal science teaching efficacy belief were the significant predictors of the perceptions of constructivist science assessment.

• 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.

• Korean Journal of Childcare and Education
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• v.12 no.2
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• pp.113-125
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• 2016

This study examined the effects of constructivist educational beliefs and self-regulated learning skills of children on teacher professional development. The study was conducted by sampling 273 teachers. Three kinds of variables, which included constructivist educational beliefs, self-regulated learning ability, and professional development level were measured and analyzed for this study. The results were as follows. First, early childhood teachers beliefs of constructivist education, self-regulated learning ability and professional development were found to be higher than average. Second, the professional development of early childhood teachers is shown to be correlated with constructivist educational beliefs and self-regulated learning ability. When constructivist educational beliefs and self-regulated learning ability scores increases, the professional development score is high. Third, metacognitive strategies, cognitive strategies and constructivist educational beliefs are factors that predict the professional development of early childhood teachers. According to results of this study, it suggests that constructivist educational beliefs and self-regulated learning ability are important factors to be addressed.

• Korean Journal of Childcare and Education
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• v.18 no.6
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• pp.59-73
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• 2022

Objective: The purpose of this study is to verify the effect of early childhood teacher's constructivist educational beliefs and teaching efficacy on creative teaching behavior. Methods: The subjects of this study were 262 early childhood teachers working in daycare centers and kindergartens all over the country. A questionnaire was administered which assessed early childhood teacher's constructivist educational beliefs, teaching efficacy, and creative teaching behavior. SPSS 28.0 was used for data analysis. Results: First, the constructivist educational beliefs of early childhood teachers had a positive effect on teaching efficacy. Second, it was found that early childhood teachers' constructivist educational beliefs and teaching efficacy had a positive effect on creative teaching behavior, and at the same time, early childhood teachers' constructivist educational beliefs were partially mediated by teaching efficacy. Conclusion/Implications: This study revealed the mediating effects of teaching efficacy in constructivist educational beliefs and creative teaching behavior relationships. Therefore, in order to promote creative teaching behavior of early childhood teachers, efforts should be made to increase teaching efficacy based on constructivist educational beliefs.

• The Mathematical Education
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• v.42 no.2
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• pp.87-109
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• 2003

This paper aims to review the overall development of constructivist approaches in science education research from two different perspectives, that is a summary of the past development in science education in general and a report of the outline of a recent research project on students' physics misconceptions in particular. In the summary of the past development of constructivist science education the introduction of constructivism as well as its psychological and philosophical backgrounds are briefly reported. Then main findings of the researches of constructivist approach are discussed in terms of the features of students' misconceptions, of the ways of effective conceptual change, of the implications toward school science education, and of the criticisms given to the constructivist approach. In the report of a recent development in addition to its background necessity and implications, the research structure and the format of the data analysis of the study on the map of students' physics misconceptions are presented. It is particularly emphasized that the practical informations and suggestions for actual teaching of school science, such as the database(DB) of students' misconceptions and teaching guides, are of most practical and effective values in order to maximize the advantage of the constructivist approach to science education.

• School Mathematics
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• v.1 no.2
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• pp.513-528
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• 1999

The primary purpose of the constructivist teaching experiment is to experience and construct models of students' mathematical teaming and reasoning. The constraints the teacher experience in teaching experiment constitute a basis for understanding students' mathematics. The constructivist teaching experiment that includes a dynamic interaction process between teacher and students and between students and students, is the most hopeful research method in mathematics education. In this paper, I introduced the constructivist teaching experiment and showed several examples of applications that were used in the previous research.

• Korean Journal of Child Studies
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• v.32 no.1
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• pp.141-156
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• 2011

This research centers around an experiment conducted to determine the relative effectiveness of constructivist cooking activities as compared to traditional cooking activities for young children. Forty-six children, aged five years in two kindergarten classes were assigned to a experimental and comparative group. The experimental and comparative group participated in 12 units. The experimental group participated in the constructivist cooking activities, while the comparative group participated in the traditional cooking activities. Analysis of covariance revealed significant differences between the mean scores of the two groups on the posttests for scientific attitudes and creativity, indicating that the children in the experimental group performed significantly better on the tests than the children in the comparative group. The results of this study suggest that such constructivist cooking activities are able to improve the scientific attitudes and creativity of young children.

• Journal of Fisheries and Marine Sciences Education
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• v.12 no.2
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• pp.224-243
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• 2000

The purpose of this study is to analyze the effects of constructivist instruction applying cooperative learning skill on science academic achievement, science inquiry ability, self-regulated learning, and science related attitude. The subjects of the study were 157 2nd grade junior high school students in Pusan. Subjects were randomly assigned to two groups, experiment and control group. Two groups received 14 sessions training for about 1 month which was done by researcher. The experiment group received constructivist science instruction and the control group received teacher-centered instruction. Constructivist science instruction applying cooperative learning skill consists of five phases: problem recognition, hypothesis establishment, experiment observation, clarification, and application phases. The results of this study are as follows: Constructivist science instruction applying cooperative learning skill had a significant effect on science academic achievement, self-regulated learning and science attitude improvement of middle school students but had no significant improvement of science inquiry ability. And constructivist science instruction had an effect on science academic achievement improvement of the students having high level science inquiry ability. Research suggestions and implications for teaching are discussed.