• Human Ecology Research
• /
• v.58 no.1
• /
• pp.105-120
• /
• 2020

This study helps infant teachers practice a constructivism-based teacher education program that supports infant mathematical inquiry activities and examines improvements in mathematical teaching knowledge, mathematical teaching initiatives, mathematical interaction, constructivism belief and mathematical teaching efficacy. Twenty two experiment group infant teachers and twenty two comparison group infant teachers were chosen at two workforce educare centers. The experiment group infant teachers participated in 18 sessions of a constructivism teacher training program for 8 weeks, but the comparison group infant teachers did not take part in the program. Pretest and post-tests were implemented for the mathematical teaching knowledge, mathematical teaching initiatives, mathematical interactions, constructivism belief and mathematical teaching efficacy in the experiment group. Independent sample t-test and ANCOVA were tested using Windows SPSS statistics 21.0. The homogeneity test for the experiment and comparison group revealed significant differences. ANCOVA was carried out after the pretest score was controlled as a co-variance. Significant differences were indicated in mathematical teaching knowledge, mathematical teaching initiative, mathematical interaction, constructivism belief and mathematical teaching efficacy. The results indicated that a constructivism-based teacher education program to support infant mathematical inquiry activities influenced improvements in mathematical teaching knowledge, mathematical teaching initiative, mathematical interaction, constructivism belief and mathematical teaching efficacy. This study proved the effects of the program based on constructivism theory content for the knowledge, skills and attitude about infant teaching of mathematical initiatives and practiced a program of exploration, investigation, application and assessment for infant teachers. The results can help infant teachers teach mathematical exploration activities and help activate infant mathematical exploration activities.

• Journal of the Korean earth science society
• /
• v.23 no.2
• /
• pp.166-179
• /
• 2002

This study investigated preservice teachers' perceived constraints in implementing their ideal pedagogies and the influence of the teacher education program on their pedagogical beliefs changes. Unique features that the university-based coursework and field experiences had on preservice teachers' learning to teach were also explored. This preservice teacher education program employs constructivist aspects of teacher education and generates applications of constructivism to the practice of teaching. Major findings include: preservice teachers' having traditional pedagogy as the default, recovery of prior beliefs, constraints on implementing constructivist pedagogy, and being overly confident in themselves as teachers. With the influence of constructivist epistemology, these preservice teachers' pedagogical beliefs evolved and were refined over time as they incorporated various constructivist ideas. The benefits and influences of the M.Ed. program's theoretical coursework and the field experiences on these teachers' learning-to-teach experiences are addressed with rich data. The implications for teacher educators as well as for the instructional practices of preservice teacher education programs are discussed. Recommendations for future research are also presented.

• Journal of the Korean School Mathematics Society
• /
• v.15 no.2
• /
• pp.349-369
• /
• 2012

In the present reflective study, the research findings of professional development in mathematics education are reviewed and significant ideas that emerged are addressed in ter ms of (1) building on collaborative effort; (2) focusing on content knowledge; (3) centering on students' learning and bringing forth teacher knowledge; (4) perception-based and conception-based perspective; 5) situating in the context of teaching and sustained over ti me. Then it is followed by suggesting what components a desirable professional develop ment program needs to include and a possible direction toward which future research on professional development in mathematics education heads.

• Communications of Mathematical Education
• /
• v.21 no.2 s.30
• /
• pp.153-176
• /
• 2007

The purpose of this paper is to analyze teaching-learning program which can be applied to mathematically gifted students in primary school, Our program is based on constructivist views on teaching and learning of mathematics. Mainly, we study the algorithmic thinking of mathematically gifted students in primary school in connection with the network problems; Eulerian graph problem, the minimum connector problem, and the shortest path problem, The above 3-subjects are not familiar with primary school mathematics, so that we adapt teaching-learning model based on the social constructivism. To achieve the purpose of this study, seventeen students in primary school participated in the study, and video type(observation) and student's mathematical note were used for collecting data while the students studied. The results of our study were summarized as follows: First, network problems based on teaching-learning model of constructivist views help students learn the algorithmic thinking. Second, the teaching-learning model based on constructivist views gives an opportunity of various mathematical thinking experience. Finally, the teaching-learning model based on constructivist views needs more the ability of teacher's research and the time of teaching for students than an ordinary teaching-learning model.

• Korean Journal of Health Education and Promotion
• /
• v.15 no.2
• /
• pp.43-53
• /
• 1998

The National Health Promotion Law passed in 1995 was a milestone for initiating a national health promotion program in Korea, and government officers and health professionals are working on how to approach health promotion issues. The purpose of this study was to analyse methods and use of constructivist paradigm in health promotion and education. The health promotion area needs community empowerment, building community partnerships, and community capacity. To meet these health promotion requirements health promotion workforce should be trained through professional preparation programs that contains communication skills, group process skills, and management of programs in advanced countries such as the United States and Australia. Skills and responsibilities of those who are in charge of providing health promotion services have not yet been clearly defined in Korea because the area of health promotion is a multi-academic field, and needs a different approach, constructivist approach. Constructivist paradigm requires relativism, reasoning skills, collaborating, and motivation. These components are needed for community empowerment. Constructivism also has been applied to the field of education. Problem-based education, outcome-based education, performance-based education came from the constructivism. These educational methods are student-centered method. As the modernizing society becomes more complicated, traditional or conventional teacher-centered education cannot meet the needs of students. Students need to learn skills necessary to make healthy decisions with individual value system. So these interactive, self-learning methods can serve much more to the learner. Constructivist educational methods can be applied to educational programs in computers, too. To expand and differentiate the area of health education and health promotion from other health related fields, it is crucial to devote efforts in application and development of constructivist methods.

• Communications of Mathematical Education
• /
• v.29 no.3
• /
• pp.373-389
• /
• 2015

This study was to investigate the practice of the teachers who changed their teaching subject to Mathematics from other subjects. Teacher, A who had traditional belief and Teacher, B, non-traditional belief were chosen for the study through the questionnaire in Sep. 2014. The result indicated that Teacher, A in traditional belief showed teacher-centered teaching but Teacher, B in nontraditional belief showed inconsistent way of teaching in comparison to the original perspective. The later said she could not teach students as she wanted to teach because of the lack of knowledge of teaching as a math teacher. The difficulties Teacher, A encountered were: to handle too many works beyond teaching and to teach too many contents to cover without having enough time to prepare. Teacher, B didn't know how to teach students math in a constructivism way. They asked to offer them more in-service training program to develop their expertise for teaching mathematics.

• Journal of the Korean earth science society
• /
• v.21 no.3
• /
• pp.208-218
• /
• 2000

The popularization and the common use of internet are realizing these days thanks to the development of web. Using the web as a teaching instrument is the Web Based Instruction(WBI). WBI, along with constructivism, has a great influence on the present educational society. However, many problems were found in learners' using the numerous WBI programs in cyber space. Above all, the interaction between teachers and learners is not enough, and searching for the materials on web is not easy. It's very difficult for a teacher to design and construct a WBI program in school teaching. But It is not so difficult to design and construct a WBI program based on interaction. Therefore, if a teacher familiar to students in school makes a web page and provides a cyberspace, the students will interact very easily them in the cyberspace. They can use the e-mail, bulletin board or discuss and chat. The cyberspace will make up for the insufficient interaction in school life. But because this program needs all students have proper material condition, there will be another kind of estranged learners. Thus, this problem can be solved by the cheap-popular PC offering movement backed by the government, and other types of projects systematically.