• 한국과학교육학회지
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• 제21권5호
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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.

• 한국지구과학회지
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• 제23권2호
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• pp.166-179
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• 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.

• 한국과학교육학회지
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• 제23권4호
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• pp.341-359
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• 2003

The purpose of this research was to determine whether the present Korean teacher education programs for secondary science teachers are effective in improving the teacher conceptions of constructivism and STS. It is because the current Korean National Science Curriculum is consistent with both ideas as reforms. The teacher education programs sampled in the research included pre-service programs and two types of in-service programs. These two were the Qualifying In-service Program and the Iowa Korean Science Teachers Workshop. The Iowa Program was considered as an experimental program emphasized the constructivist perspective. Specially designed questionnaires for identifying teacher conceptions before and after the programs were administered. The conceptions about constructivism and STS improved as a result of the instruction in both of the pre-service and in-service teacher education programs. The pre-service program was more effective than the in-service programs in improving the teacher conceptions of both constructivism and STS. The Qualifying Inservice program was less effective than Iowa Korean Science Teachers Workshop. It was necessary for inservice programs for Korean secondary science teachers to be more emphasized on constructivism and STS. Iowa Korean Science Teachers Workshop provided a possible example to design a new special in-service program focused on constructivist perspectives as a way of aligning the Korean National Science Curriculum more quickly with recommended teaching practices in Korean schools.

• 한국지구과학회지
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• 제23권2호
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• pp.119-131
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• 2002

Constructivism is defined in a variety of ways (e.g., constructivist research paradigm, sociological constructivism, and philosophical constructivism) and applied in vastly different contexts. Among the various usages and interpretations of constructivism, one is educational constructivism that embodies an epistemological view of knowledge and learning that is an alternative to naive empiricism or classical behaviorism. To represent the full range of stances taken by educational constructivists, three versions of educational constructivism were considered in this study: individual constructivism originating in the work of Piaget, the radical version of constructivism associated with von Glasersfeld, and the social constructivism of Vygotsky. I investigated preservice teachers' meaning construction about constructivist epistemology as they went through their preservice teacher education program using in-depth interviews. This preservice teacher education program employs constructivist aspects of teacher education and generates applications of constructivism to the practice of teaching. Features of preservice teachers' internalized meanings of educational constructivism include: (1)traditional pedagogy as the default, (2) Literal interpretation of constructivism, (3) Individual constructivism as conceptual change learning, (4) Radical constructivism as a strong individualistic philosophy, (5) Social constructivism as being too ideal to be practical. A compilation of the teachers' own statements about how to implement conceptual change learning and their projected role as constructivist teacher is also provided.

• 한국지구과학회지
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• 제24권2호
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• pp.74-81
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• 2003

The Iowa Chautauqua Program has provided effective staff development for over 2,700 K-12 science teachers during the past two decades. This is a review of the features of the program, its instructional staff, and a description of the outcomes as disclosed from evaluative studies conducted by staff, teacher participants, doctoral students, and outside evaluators. Examples of outcomes are included as revealed from the qualitative studies reported in newsletters, published papers, dissertations, annual staff reports, and evidences of success reported to accrediting groups. The Chautauqua stresses student-centeredness, constructivist learning, and the visions of reform featured in the National Science Education Standards.

• 한국과학교육학회지
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• 제19권2호
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• pp.340-352
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• 1999

본 연구는 과학-기술-사회(STS) 현직교육 프로그램과 그 특징을 소개하고, 이 프로그램이 교사들과 학생들에게 미치는 영향을 알아보고자 수행하였다.이 현직교육 프로그램은 교사 중심의 프로그램, STS 맥락에서의 과학 수업, 구성주의 교수의 강조, STS 수업 모듈의 개발과 실제 적용 등의 특정을 가지고 있다. 이 연수에 참가한 20명의 과학교사에게 '과학교육 개혁' 과 '구성주의 학습실태' 조사 도구를 사전과 사후에 실시하였다. 또한 이들 교사들 중에서 STS/구성주의 수업모듈을 개발하여 16차시 동안 수업에 적용한 지도 교사와 3개교 중학생 125명에게 '구성주의 학습환경 조사'와 '과학적 태도' 조사 도구를 사전과 사후에 투여하여 학생들의 견해를 분석하였다. 1. 과학교육 개혁에 대한 교사들의 반응은 연수 전과 후 모두 과학교육 개혁의 필요성을 인식하고 있었으며 연수 후 긍정 적인 방향으로 증가를 보였다. 2. STS 연수는 구성주의 수업 기법을 향상시키는데 유의한 효과가 있는 것으로 나타나 지속적인 수행이 필요함을 시사해 주었다. 3. STS/구성주의 수업에 대한 반응은 교사가 수업 현장에 새로운 교수법을 적용하고자 하는 의지와 노력이 있으면 그 적용 결과가 다양한 부분에서 의미있게 나타남을 보여 주었다. 4. STS 수업을 통해 과학적 태도에서 사전과 사후에 유의한 차이를 보였다. 이상에서와 같이 STS/구성주의 수업 모듈의 적용을 통해 우리나라 교육 현장에서 구성주의 교수법의 효율적인 적용 가능성을 제시하였다.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제21권2호
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• pp.153-176
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• 2007

본 연구는 제 7차 교육과정이 도입되면서 수학교육에서 중요성이 증가하고 있는 구성주의 교수 학습 모형을 초등 수학영재 교육 프로그램에 적용한 결과를 분석한 것이다. 일반적으로, 영재들은 활발한 의사소통을 통하여 더 많은 지식을 구성해 나갈 수 있으며 또한 왕성한 호기심으로 스스로 문제를 해결하고 원리를 발견하고자 하는 욕구가 크다. 영재들의 이러한 특성을 살려 서로간의 의사소통과 합의를 통하여 보편적인 지식을 구성해가는, 사회적 구성주의를 그 이론적 배경으로 하고 있는 수업 모형을 바탕으로 개인적인 원리를 구성하고 발표와 질문을 통해 오류를 수정하여 보편적인 수학적 원리를 찾아가는 방식으로, 네트워크 문제와 관련된 3가지의 주제를 중심으로 구성주의 교수.학습 모형을 적용하여 학생들의 알고리즘적 사고 능력이 어느 정도인가를 분석하였다.

• 한국과학교육학회지
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• 제22권3호
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• pp.632-648
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• 2002

이 연구에서는 2000년 여름부터 2001년 여름까지 1년여 동안 실시된 순환학습/STS 과학교사 현직 교육을 받은 한 과학교사의 수업 지도안 개발 과정을 기술하고, 그 과정에서 구성주의와 일치하는 방향으로 그 교사의 과학, 과학 학습, 과학 수업 관점의 변화를 알아보았다. 참여 교사는 개념에 기초한 실험 중심의 수업 지도안에서 실생활을 적극 반영한 학생 활동 중심으로 수업 내용을 바꾸어 갔다. 동기 부여 측면에서 학생들이 쉽게 경험할 수 있는 실생활의 소재를 활용하였고, 학생들의 오개념을 반영한 수업을 위해 간단한 실험에서 학생들의 의견을 많이 듣고 개념 변화로서의 학습을 고려하였다. 그 교사의 이러한 구성주의적 반응은 현직 교육 기간 동안에 긍정적인 방향으로 증가하였다. 실제 수업 지도안에 반영된 변화는 면담을 통해서 그 교사가 과학, 과학 수업, 과학 학습 등에서 확인되었다. 특히 7차 교육과정이 학생 활동을 강조하는 방향으로 개편된 점을 감안할 때 순환학습과 STS에 기초한 수업 지도안 개발은 현장에서 더욱 요구되는 사항으로 생각된다.

• 한국보육지원학회지
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• 제14권1호
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• pp.269-286
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• 2018

Objective: The purpose of this study was to clarify the influences of constructivist educational beliefs and eco-friendly teaching attitudes on early childhood teachers' mathematics teaching efficacy. This study also examined the mediating effect of eco-friendly attitudes on the relationship between the other two variables. Methods: A total of 399 teachers teaching 3,4 and 5-year-olds in Seoul, Gyeonggi and Incheon participated in this study. The data were analyzed using the SPSS Win 21.0 program and the Sobel test. Results: First, mathematical teaching efficacy of early childhood teachers was significantly correlated with constructivist educational beliefs and eco-friendly teaching attitudes. Second, with teacher's career as the control variable, constructivist educational beliefs have more influence in mathematical teaching efficacy than the other variable. Third, eco-friendly teaching attitude partially mediated between the other two variables. Conclusion/Implications: The results of this study imply that constructivist educational beliefs and eco-friendly teaching attitudes are important factors on mathematics teaching efficacy. It is expected that it will be used as basic data for various programs that increase constructivist educational beliefs and eco-friendly teaching attitudes.

• 한국과학교육학회지
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• 제24권1호
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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.