• 한국과학교육학회지
• /
• 제22권4호
• /
• pp.820-836
• /
• 2002

이 연구는 구성주의의 특성과 그것을 적용한 방법에 관한 문헌을 조사 분석하고, 그 결과가 과학교육의 여러 측면 또는 우리 나라 과학교육이 나아갈 방향에 던져주는 시사점을 모색하고자 수행하였다. 구성주의의 특성은 그 의미와 주장, 이론적 배경과 종류, 그에 관한 비판으로 나누어 기술하였으며, 과학교육의 측면 또는 앞으로 나아갈 방향을 그 목적, 과학 학습이론과 그 모형, 과학 교수-학습 방법, 과학 교육 과정과 평가로 나누어 논의하였다. 과학철학으로서의 구성주의에 따르면, 과학과 그 지식은 사회적 특성을 지니며, 그 성과에는 반드시 가치관이나 집단 이익이 관련되어 있다. 그러므로 과학교육의 궁극적인 목적은 의사결정력의 함양에 두어야 하며, 이런 목적을 달성할 수 있는 교육과정은 학습경험과 주제가 통합된 과제 중심으로 개발하는 것이 바람직하다. 심리학으로서의 구성주의에 따르면, 학습이 이루어지는 과정은 사회적 과정이다. 이런 학습의 전략으로는 협동 학습과 역할놀이가 효과적이며, 그 모형으로는 개념의 분화와 교환에 목적을 둔 순환학습 모형과 그것을 세분화한 5E 모형이 적절하다. 또한 구성주의는 수행평가와 창의력 검사에 이론적 배경을 제시한다. 구성주의에 따른 과학교육 평가의 주안점은 과학지식 및 탐구능력의 상황에 대한 적절성에 있다. 그런 평가는 현재 우리나라 과학교육 현장에서 중요시하는 수행평가와 창의력 검사 방법과 일치한다.

• 과학기술학연구
• /
• 제2권2호
• /
• pp.91-122
• /
• 2002

이 연구의 목적은 구성주의의 특성과 그것을 적용한 방법에 관한 문헌을 조사 분석하고, 이에 따른 과학교육의 여러 측면 또는 우리나라 과학교육이 나아갈 방향의 시사점을 모색하는데 있다. 먼저, 구성주의의 특성에 대하여 그 의미와 주장, 이론적 배경과 종류, 그에 관한 비판으로 나누어 기술하였으며, 그 다음 과학교육의 측면 또는 나아갈 방향은 목적, 과학 학습이론과 모형, 과학 교수학습 방법, 과학 교육과정과 평가로 나누어 논의하였다. 과학철학으로서의 구성주의에 따르면, 과학과 그 지식은 사회적 특성을 지니며 그 성과에는 반드시 가치관이나 집단 이익이 관련되어 있다. 그러므로 과학교육의 궁극적인 목적은 의사결정력의 함양에 두어야 하며, 이런 목적을 달성할 수 있는 교육과정은 학습경험과 주제가 통합된 과제 중심으로 개발하는 것이 바람직하다. 심리학으로서의 구성주의에 따르면, 학습이 이루어지는 과정은 사회적 과정이다. 이런 학습의 전략으로는 협동학습과 역할놀이가 효과적이다. 또한 구성주의에 따른 과학교육 평가에서는 수행평가를 강조한다.

• Asia pacific journal of information systems
• /
• 제25권1호
• /
• pp.163-178
• /
• 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.

• 한국수학교육학회지시리즈C:초등수학교육
• /
• 제10권1호
• /
• pp.15-28
• /
• 2007

From a social constructivists' perspective, knowledge is not transmitted by language but it is constructed by social interactions with others. That is, it is viewed in social constructivism that learning is a process in which knowledge is constructed by communicative interactions with more capable others. In this vein, a class might be analyzed and characterized in terms of interactional patterns of teacher-student and student-student in class. For this, a primary math class was selected and observed and it was analyzed by the Flanders category system to investigate the effects of the math teaching based on verbal interactions on the learning of math. The class was taught in a teacher-centered and direct way but in the class math knowledge was taught through univocal communications in the form of question-answer. The results of this study appeared to suggest that verbal interactional patterns should take place frequently in math teaching in the sequence of a teacher's questions$\to$students' extensive responses $\to$ positive feedback for the students' responses by the teacher $\to$ the acceptance of the students' responses $\to$ the teacher's explanation or students' questions. In other words, math might be taught more effectively through the verbal discourse patterns proposed in this study.

• 수산해양교육연구
• /
• 제28권1호
• /
• pp.235-247
• /
• 2016

The purpose of this study is to analyze elementary school students' pre-concept of electromagnet and to investigate effects of instruction through social interactions on conceptual changes of the electromagnet. For the purpose, 108 elementary school students of 3 classes were selected from the 6th grade. They were divided into the control group I, control group II and experimental group. The control group I was treated through traditional instruction on the basis of text book. The control group II was instructed with a modified version of the textbook to help them better understand the concept of electromagnet. The experimental group was treated through instruction on the basis of the above modified version of the text book and social interactions. Conceptual changes on electromagnet before and after the treatment were quantitatively and qualitatively analyzed using the identical test. The students' styles of social interaction were qualitatively analyzed with tape records of their discussions and work sheets. Effects of instruction through social interactions based on radical constructivism on the 6th-grade elementary school students' concept of electromagnet were examined here. The results were described as follows. Firstly, after the treatment, the experimental group was statistically significantly higher in mean values of conceptual understanding and academic achievement than both the control group I and II. Secondly, styles of social interaction in the three sub-groups of the experimental group were qualitatively analyzed, among the threes, high- and medium-level sub-groups were higher in the frequency of linguistic social interaction than the low-level sub-group. Those students who were excellent in communication skills actively participated in linguistic social interactions. In discussions among the three sub-groups, students of the high- and medium-level sub-groups provided explanations or information while those of the other sub-group sometimes were passive by just listening, but in large actively participated in communication. In conclusion, instruction through social interactions was effectively changed in the 6th-grade elementary school students' concept of electromagnet.

• 한국과학교육학회지
• /
• 제21권5호
• /
• pp.795-821
• /
• 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.

• Asia pacific journal of information systems
• /
• 제25권1호
• /
• pp.103-118
• /
• 2015

Smart tourism is a social phenomenon arising from the convergence of information technology with the tourism experience. New ways of doing business, new patterns of experience and new problems concerning tourism destination image management and marketing are emerging due to the ubiquitous presence and influence of the internet and mobile devices. New conceptual tools are also available to enable researchers to further understand the social implications as well as the practical implementation of these new virtual and augmented smart tourism ecosystems. To this effect this paper introduces the constructivist paradigm and associated research methodologies as another toolbox for interpreting how smart tourism works as a form of soft power. The implications revealed by constructivism are that through smart tourism ecosystems, destination commodification and commoditization, experience and image formation are increasingly self-perpetuating, autonomous and organic social constructions. Researchers in information technology can use constructivist research to further explore these dynamic developments in smart tourism.

• 디지털융복합연구
• /
• 제14권3호
• /
• pp.453-464
• /
• 2016

본 연구는 현대사회의 부모양육행동은 사회문화적 환경의 시대적 변화를 반영하여 변화되어야 한다는 연구의 필요성에 근거하여 시도되었다. 따라서 기존의 부모양육행동과 비고츠키의 사회구성주의적 아동발달 관점에서의 양육행동을 비교 분석하였다. 이를 위하여 근접발달단계에 있는 아동들의 성장과 발달을 촉진할 수 있는 사회구성주의적 부모양육행동을 분석하여 양육행동의 핵심요인으로 비고츠키 이론의 핵심요인을 탐색하였다. 연구방법으로는 비고츠키 이론을 중심으로 한 연구들을 분석하여 요인을 추출한 후 비고츠키 이론에 관한 전문가 3명의 타당화 작업을 통하여 내용타당성을 확인하였다. 연구결과, 첫째, 사회적 상호작용에서의 협력적 상호작용 요인 둘째, 사회적 구성행동에서의 내면화 강조 요인 셋째, 근접발달영역에서의 잠재성 계발 요인 넷째, 중재적 매개체로서의 교육적 대화 요인 다섯째, 스캐폴딩(scaffolding)으로서의 조력설정 요인이 추출되었다. 본 연구의 결과는 부모양육행동의 새로운 패러다임으로써, 사회구성주의적 부모양육행동 척도를 개발하는데 새로운 시도를 마련했다는 점에서 연구의 큰 의의를 갖는다.

• 인지과학
• /
• 제15권4호
• /
• pp.61-66
• /
• 2004

서양철학의 근간을 이루는 데카르트의 이성주의적 인간이해의 반성으로부터 등장한 구성주의는 지능을 포함한 인간이해의 새로운 대안이 될 수 있을 것으로 생각한다. 구성주의는 진화생물학, 진화심리학, 뇌과학, 시스템이론, 복잡계 이론의 성과뿐만 아니라 나아가 인문사회학의 경향과도 설명을 공유할 수 있는 많은 부분이 있다. 또한 인공지능 분야에서도 구성주의적 방법이라고 할 수 있는 연구가 진행되고 있다. 이 글에서는 구성주의적 관점에서 인공지능에서 다루는 지능에 대한 이해의 지평을 넓히고 이를 기반으로 한 방법론에 대한 검토와 그러한 경향에 있는 일부 인공지능 기술을 살펴보고자 한다. 이러한 논의를 통하여 여러 가지 관점의 마음에 대한 이론과 기술을 상호보완적으로 이해하고 다소 등한히 되고 있는 인공지능의 보편지능(general intelligence)의 토대로 삼고자 한다.

• 영어영문학
• /
• 제56권1호
• /
• pp.157-178
• /
• 2010

A critique on Freud's remembering taken place in the 80's and 90s has a significant impact on a paradigm shift: from the discursive constructivism to the neo-empiricism. Along with Marx and Nietzsche, Freud was one of the main intellectual sources in formulating the Cultural Studies, known as the political corrections in the later period of Post-modern era. In the wake of feminism, there was a social happening, namely, a memory restoration, when a woman therapist helped a woman patient to restore the past and come up with her father as the cause of her trauma. Finally, 'the false memory syndrome' brought up a hot issue firing on the controversy about Freudian remembering. Freud as a clinical therapist began to be a sole target to be criticized. Strangely enough, however, Freud was continually utilized by such theorists as Julia Kristeva, Homi Bhabah, and Žižek, while having dissenters like Deleuze, Quattari, and Butler. Of those intellectual claims, this paper focuses on the debates by the dissenters not from the discursive theorists but from the clinical studies: Sulloway, Grunbaum, and Crews. My argument directs to the empirical side of Freud for the conclusion that the dispute on him was a seed of a paradigm shift towards the neo-empiricism, after one century's flourishing of constructivism.