• English Language & Literature Teaching
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• v.10 no.1
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• pp.53-76
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• 2004

This paper introduces a class model based on a course, Internet English, offered by an English department at a university. The course has dual purposes of developing students I English skills and Internet using skills at the same time. In support of using the Internet for language learning, the advantages of project-based language learning and constructivist learning in relation to CALL are explored. The activities in this course, which are basically project-based under the paradigm of constructivist learning perspective, are explained in detail to show the relationship between second language learning theory and teaching application. The way how the four language skills - speaking, listening, reading, and writing - are integrated in this class is described as well. Finally, judgmental evaluation of the course by the students is noted. The results show that a project-based CALL class could be a promising class model to realize an integrative, constructivist, and authentic learning.

• Journal of The Korean Association For Science Education
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• v.19 no.2
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• pp.340-352
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• 1999

Constructivist theory and teaching science in the social context are a main stream in science education. This study was purposed to introduce the STS in-service program implementing in Chonnam National University. and to analyze the results of the program in terms of changes of teachers' and students' perceptions and attitudes. The major features of the STS in-service program were as follows: teacher-centered. teaching in the social context. emphasis on constructivist approach. development of STS module and implementations. A total of 20 secondary science teachers participated in the in-service program. and filled out two questionnaires. Science Education Reform Inventory and Constructivist Teachings Survey. Three of the 20 teachers were selected to gain information from their implementations of a STS module into their respective classrooms. The students completed two instruments. Constructivist Learning Environment Survey. and Scientific Attitude Survey. The responses from teachers and students are as follows: 1. The participating teachers were very aware of the necessity of reform in science education. and the degree of the perception of the necessity increased after the STS in-service program. 2. The STS program significantly improved constructivist teaching techniques. 3. The perceptions of the students about constructivist learning environments improved significantly after the STS in-service program. 4. Students' scientific attitudes improved significantly through STS approach. The STS in-service program with the above mentioned features was found to be effective in our current school system. and could be implemented successfully if teachers were willing to learn and participate in the reforms of science education.

• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.632-648
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• 2002

The purpose of this study was to investigate a process of change which was made by a science teacher for one-year long in-service education program in terms of constructivist teaching behaviors and beliefs. The in-service program was featured by the use of learning cycle model and Science-Technology-Society approach. One of science teachers, who attended an one-year long in-service program was selected for this study. She developed three teaching materials for the duration. The three teaching materials were analyzed to find components of Science-Technology-Society and the integration of science content and real life context. Also, an interview was performed to assess changes in her perspectives on science, science teaching and science learning through the program. The first material was constructed in the form of learning cycle with little emphasis on STS. The second material was embedded with personal matters such as a refrigerator. The final one was shown to be organized with science content in a personal context and with focus on the role play. The interview also showed that her perspectives on science and science teaching have changed toward the constructivist's during the participation in the in-service program. It is suggested that a long-term in-service program should be developed and implemented so that the science teachers may become constructivist teachers.

• Journal of the Korean Society for Library and Information Science
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• v.44 no.1
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• pp.29-51
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• 2010

A knowledge-based society values creative and independent individuals. This study depicts operational approaches to the effective utilization of school libraries as teaching/learning media center in order to support independent learning in relation to the way in which constructivist teaching-learning(CTL) improves learners' self-learning abilities. The result of this study seems to imply that self-learning based on constructivism is possible only when school libraries are managed as teaching/learning media centers and that the more variety there is in learning materials and when more direct interaction exists, there is more creativity and self-learning abilities are achieved in the learning process.

• 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.

• Journal of the Architectural Institute of Korea Planning & Design
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• v.34 no.3
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• pp.61-72
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• 2018

This study pursued to obtain 3 consecutive purposes. First, a conceptual model for comparing 3 constructivist teaching and learning strategies( problem-based learning[$P_bBL$], case-based learning[CBL] and project-based learning[$P_jBL$]) was developed. Relationships of these constructivist strategies with the development of expertise for learners were discussed. Second, specific differences between $P_bBL$, CBL and $P_jBL$ as applied in architectural design courses were analyzed under each of the teaching and learning category. Some analytical indexes were developed by content analysis, which are applicable effectively to reveal the differences. Based on the previous findings, third, a set of strategic guidelines for use in class were made and suggested in order to develop and improve expertise in architectural design. These guidelines were largely targeted for university design courses as well as education or reeducation of practicing architects. Expecially, combined application of $P_bBL$, CBL and $P_jBL$ was hypothesized and suggested as class management guidelines. In sum, a variety of $P_bBL$ problems, CBL cases and $P_jBL$ projects should be developed for expecting audience based on design subjects and tasks. As working domains of practicing architects, exploring/analyzing, understanding/making applications, and criticizing/self-reflecting should be considered in the development process.

• Journal of The Korean Association For Science Education
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• v.32 no.7
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• pp.1157-1168
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• 2012

This study examined the effect of simulated instruction activities based on a constructivist teaching approach on epistemological belief, science teaching efficacy belief, and teaching motivation. The RTOP (Reformed Teaching Observation Protocol) played a role to guide preservice biology teachers to obtain insights on current reformed teaching and to further practice teaching based on constructivism. The results indicated that preservice teachers changed their epistemological beliefs toward more sophisticated views, especially for 'simple knowledge'. They also improved their science teaching efficacy beliefs, both personal science teaching efficacy belief (PSTEB) and science teaching outcome expectancy (STOE). In addition, these perservice teachers decreased their scores of extrinsic teaching motivation. The Pearson correlation represented the negative relationship between personal science teaching efficacy belief (PSTEB) and extrinsic teaching motivation. After intervention, the preservice teachers mentioned inquiry, active participation and discussion as ideal science teaching methods and qualifications for science teachers.

• Korean Journal of Heritage: History & Science
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• v.56 no.4
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• pp.248-267
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• 2023

Cultural heritage teaching and learning, which uses cultural heritage as educational content, has not been sufficiently analyzed and studied based on clear educational theories so far. Among educational theories, constructivism is a theory in which learning is a process of constructing learning contents determined by learners' individual experiences and interests, and the result is evaluated as a confirmation of whether or not they have the ability to carry out the process. Cultural heritage is a lively and interesting social and cultural product, and it is an educational content that has sufficient educational function and meaning for a textbook. It is considered to be a very meaningful study to apply the constructivist educational theory to the educational contents of cultural heritage with these characteristics. Based on this awareness of the problem, this study examined the characteristics and principles of constructivist teaching and learning, the characteristics of cultural heritage, and the principles of constructivist teaching and learning on a theoretical basis. In addition, from the perspective of constructivism, the current cultural heritage teaching and learning was analyzed and problems were derived. Based on this, the direction of cultural heritage teaching and learning is that the cultural heritage teaching and learning process should be learner-centered, the teaching and learning principle should be cognitive conflict, the teaching and learning content should be in the form of task solving, and teaching and learning activities should be cooperative. presented. In addition, an example of a program was presented to specifically show the actual state of teaching and learning of cultural assets from the perspective of constructivism. Cultural heritage teaching and learning research from the perspective of constructivism will be an opportunity to discover new meanings of cultural heritage that we have not yet found, and it will also serve as an opportunity to present and establish the direction of cultural heritage teaching and learning, which has been barren until now.

• Journal of the Korean earth science society
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• v.23 no.2
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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.

• Journal of Educational Research in Mathematics
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• v.9 no.1
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• pp.51-80
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• 1999

The paper reviews of the constructivist view of mathematics and mathematics education. First of all, we shall study how mathematics has been treated as an object of cognition in philosophy or cognitive theories, what is changed in modern mathematics. It can lead us to understand the constructivist perspective on mathematics. Secondly, we will examine the view, the teaching and learning principles of mathematics education based on constructivism. Didactic transposition theory will be used as a frame of reference for this examination.