• 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.

• 한국환경교육학회지:환경교육
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• 제16권1호
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• pp.25-33
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• 2003

This study aimed to discern the educational meaning of nature experience activity in a nonformal educational program in Korea, focusing on the interaction between a teacher and learners. To achieve this objective, an ethnographic research method was employed using an environmental educational program for children in a nonformal setting. The results of study are as followings. Firstly, the teacher's belief-"young ecologist" shaped its own characteristics of the program. Secondly, the children had a understanding that they learn something about nature(e.g. learning by seeing, dlscovering, recollecting, and awakening). The analysis of teachers' ideas and learners' attitude toward nature experience shows that there exists a gap between the teachers' expectations and the actual ecological changes in the learners' ideas. However, the educational meaning of nature experience can be understood by the unique type of interaction between a teacher and learners. In conclusion, on the basis of this study, it is suggested that educators should be aware of the fact that nature experience can conttribute significantly to the education of children not just from the encounter with nature but also philosophically with regard to our connectedness with nature. Bringing nature into educational contexts can help children to take part in thoughtful perspectives of learning and to devise their own appropriate nature experience.

• 영어어문교육
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• 제16권1호
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• pp.101-122
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• 2009

This study was purposed to discuss an educational concept of listening potential in ESL/EFL contexts as a counterpart of the reading potential concept in L1 contexts. As a preliminary condition for the concept of listening potential, this study investigated a relationship between reading and listening proficiency of ESL/EFL learners, focusing on roles of grammar knowledge in reading and listening comprehension. Reading and listening comprehension and grammar knowledge test scores of 231 Korean college students studying at a university in the U.S. were analyzed for this study. This study found that there was a positive correlation between reading proficiency and listening proficiency of Korean ESL college students. Grammar knowledge played significant roles accounting for reading and listening comprehension. Furthermore, this study found a difference between the reading proficiency and the listening proficiency across the stages of language development. However, results of this study did not empirically verify the concept of listening potential.

• 한국수학교육학회지시리즈A:수학교육
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• 제41권3호
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• pp.329-339
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• 2002

This study analyzes the epistemological meaning of‘social construction’in mathematical instruction. The perspective that consider the cognition of mathematical concept as a social construction is explained by a cyclic scheme of an academic context and a school context. Both of the contexts require a public procedure, social conversation. However, there is a considerable difference that in the academic context it is Lakatos' ‘logic of mathematical discovery’In the school context, it is Vygotsky's‘instructional and learning interaction’. In the situation of mathematics education, the‘society’which has an influence on learner's cognition does not only mean‘collective members’, but‘form of life’which is constituted by the activity with purposes, language, discourse, etc. Teachers have to play a central role that guide and coordinate the educational process involving interactions with learners in this context. We can get useful suggestions to mathematics education through this consideration of the social contexts and levels to form didactical situations of mathematics.

• 대한수학교육학회지:학교수학
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• 제4권3호
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• pp.347-360
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• 2002

This study analyzed the mathematical and didactical contexts of the Euclid's proof about Pythagorean theorem and compared with the teaching methods about Pythagorean theorem in school mathematics. Euclid's proof about Pythagorean theorem which does not use the algebraic methods provide students with the spatial intuition and the geometric thinking in school mathematics. Furthermore, it relates to various mathematical concepts including the cosine rule, the rotation, and the transfor-mation which preserve the area, and so forth. Visual demonstrations can help students analyze and explain mathematical relationship. Compared with Euclid's proof, Algebraic proof about Pythagorean theorem is very simple and it supplies the typical example which can give the relationship between algebraic and geometric representation. However since it does not include various spatial contexts, it forbid many students to understand Pythagorean theorem intuitively. Since both approaches have positive and negative aspects, reciprocal complementary role is required in pedagogical aspects.

• Educational Technology International
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• 제14권1호
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• pp.27-40
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• 2013

Design-Based Research (DBR) focuses on developing key principles of interventions to advance both theory and practicalities of dissemination (Brown, 1992), yet its methodological details have not been quite established. Thus, the purpose of this paper is to address the pragmatics of DBR by sharing the researcher's reflections on conducting a longitudinal DBR project for five years. In an attempt to advance college teaching practices as well as theories related to student plagiarism, the project focused on refining "humble" theories on how and why college students engage in plagiarism to design classroom interventions for promoting academic integrity. Similar to the Integrative Learning Design (ILD) framework proposed by Bannan-Ritland (2003), but conducted in a much simpler and less formal format, this study followed DBR cycles from initial conceptualization to design and enact instructional interventions in authentic contexts while collecting both quantitative and qualitative data from each phase. Finally, the paper addresses some challenges encountered throughout the DBR project as well as the lessons learned from this experience. Like many previous DBR studies whose practical relevance is limited to local context, the findings from this study may not be easily generalized for other contexts.

• 교육녹색환경연구
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• 제12권1호
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• pp.1-14
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• 2013

This study focuses on the criteria for lessons that develop secondary students' creativity and character in mathematics classes. Literature used in this study is related to the future direction of education (e.g., Core competencies, Information and Communication Technology, Constructivism education) and intent of the revised mathematics curriculum. Lesson criteria for developing students' creativity and character include educational content associated with the real-world contexts, use of tools and resources, active participation and interaction, problem-solving skills, teachers' attitudes, and the classroom environment. This study suggests ways to implement mathematics lessons that build students' creativity and character.

• 정보교육학회논문지
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• 제6권1호
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• pp.64-74
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• 2002

본 연구에서는 외국어 학습에서 상황인지(Situated Cognition)의 중요성을 탐색해 보고 상황인지 원리가 반영된 학습환경 중의 하나로 MOO(Multi-user Object Oriented)의 특성을 살펴보고자 하였다. 다른 분야에서도 그러하겠지만, 외국어 학습은 특히 학습해야 할 어휘 또는 표현법의 개념 이해를 넘어 이를 실제 활용할 수 있는 고차원적 수준으로 전개되어야 한다. 어린이가 실제 생활 속에서 주변 사람들과 상호작용하는 가운데 자연스럽게 모국어를 습득하듯이, 상황적 맥락이 충분히 제시되는 환경 속에서 외국어를 학습해야 이를 실제상황에서 십분 적용할 수 있는 가능성이 높아지는 것이다. 바로 이런 점에서 상황인지의 교육적 의의가 있다고 할 수 있다. 최근 교육 분야에서 관심을 모으고 있는 MOO는 텍스트 기반의 공간적 메타포(Spatial Metaphor)를 적용한 가상현실로서, 학습과정에 상황적 맥락을 제공하고 학습자의 상호작용을 촉진할 수 있다는 점에서 시사점이 매우 크다. 이에 본 연구에서는 MOO의 특성들을 활동중심, 맥락중심, 상호작용 측면에서 접근하여 외국어 학습환경으로서의 적용가능성을 제안하였다.

• International Journal of Computer Science & Network Security
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• 제24권3호
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• pp.135-141
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• 2024

The article examines the key constants of reengineering the modern educational cluster, associated with the processes of digital transformation of all spheres of modern socio-cultural space. The first constant is the strategic rethinking of the educational process organization and awareness of the new roles of all participants (tutors, applicants, controlling elements, etc.). The other constant involves practical re-design of the system of educational services, which consists in the reorientation from the traditional model of education functioning for society to the implementation of the educational format in the form of new projects (structural, target, business). Consequently, the purpose of the study is to highlight the attitudes relevant to the modern realities of information and technological support of education in the context of socio-economic interactions of society. The criteria for the reengineering of educational concepts and the structural organization of the educational sphere are defined. The modern world is going through a period of complete digital transformation of all spheres of public activity. The scientific intelligence notes that education is no exception in these processes, as the dependence of educational realities on information and computer technologies is now noted. The COVID-19 pandemic, for all its tragedy, was also a kind of trigger, clearly marking the new components that have become defined in the organization of the educational process. The conclusion is made that the use of digital technologies in the organization of the educational institution or in the organization of the educational process has become not an auxiliary element, but a dominant factor. Mobility, dynamism, interdisciplinarity, synergy - all these aspects are relevant for socio-economic interactions of society and should be provided by educational programs. The results of the study can be used in the reorganization processes of educational institutions and institutions. Further research requires aspects of the analysis of the foreign experience of reengineering in education, carried out taking into account digital transformations of modern sociocultural space.

• 대한수학교육학회지:수학교육학연구
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• 제27권3호
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• pp.411-430
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• 2017

본 연구에서는 예비수학교사 24명을 대상으로 지수함수 맥락에서 지수함수의 그래프를 어떻게 구성하는지와 각 맥락의 교수학적 적절성에 대해서 어떻게 판단하는지를 살펴보았다. 제시된 지수함수 맥락은 무수히 많은 점을 이용하는 맥락과 무수히 많은 직선을 이용하는 맥락, 무한히 지급되는 이자 맥락이었다. 연구 결과, 예비교사들은 단계별로 그래프의 개형을 제시하는 과제에서 유한개의 점에 대한 그래프의 극한이라는 아이디어 A에서 가장 높은 이해도를 나타낸 반면에 한 점에서의 변화율과 함숫값이 비례한다는 아이디어 B와 연속 복리 개념이 내포된 아이디어 C를 사용한 그래프 구성에는 어려움을 나타내었다. 지수함수 그래프 구성 맥락이 적절한가에 대한 판단은 예비교사들의 내용교수지식에, 부적절하다는 판단은 수학의 내용지식 측면에 의존하는 경향이 나타났다. 예비교사들은 각 맥락에 따른 그래프를 구성하는 과정에서 나타나는 교수학적 조건과 상황을 언급하며 그래프 구성 맥락의 적절성을 주장한 반면에, 부적절성에 대해서는 각 맥락에 내포된 수학 개념의 본질과 논리적 관계들을 언급하였다.