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

• Education of Primary School Mathematics
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• v.21 no.3
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• pp.261-272
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• 2018

In the current era of mathematics education, constructivism is a core theory of learning. For teachers, understanding and applying constructivism to their teaching practices are crucial for student centered teaching. However, some mathematics educators understand Constructivism in a different way. For example, some future teachers view Constructivism as making mathematics 'fun' by creating game without considering conceptual understanding. In this paper, the original articles of Constructivism were revisited and investigated to understand and to search for their meanings. Also several types and sources of Constructivism were identified; Radical Constructivism, Vygotsky's social-cultural theory of development, Social Constructionism, and Social Constructivism. This paper investigated arguments of the several types of Constructivism and discussed their implications for mathematics teaching.

• Journal of Educational Research in Mathematics
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• v.12 no.2
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• pp.193-212
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• 2002

What is radical constructivism There were many questions arose related with radical constructivism in mathematics education. In this paper, the author put seven frequentlyasked questions on radical constructivism and described each question one by one in light with constructivists' point of views. The questions included types of constructivista, radical constructivism, trivial or weak constructivism, and social constructivism; representative people in radical constructivism; matter of ontological reality; evaluation of others' work; shared meaning; social influence; and teacher's roles from the perspectives of radical constructivism. The author added his opinions ell each Question.

• Journal for History of Mathematics
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• v.15 no.2
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• pp.69-76
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• 2002

Platonist asserts the existence of abstract entities. Social constructivism views mathematics as a social construction. Platonism seems to be opposed to social constructivism. But this paper discusses the compatibility of Platonism and social constructivism.

• Korean Medical Education Review
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• v.22 no.2
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• pp.85-92
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• 2020

The purpose of this study is to discuss the main principles and concepts of social constructivism, examine the literature on the application of social constructivism in medical education, and explore the meaning and limitations of the utilization of social constructivism with learning theory. A literature search was carried out in two stages, utilizing PubMed, CINAHL and Education Source databases. The first search included both fields (social constructivism AND medical education), while the second search was performed by subject (Vygotsky or ZPD or zone of proximal development or scaffolding AND medical education). A total of 96 papers were found through the first and second searches, and after reviewing the abstracts of all 96 papers, 41 papers were deemed suitable for research purposes. In medical education, social constructivism is applied in areas such as (1) social and cultural behaviors (hidden curriculum), (2) social construct of "meaning" (dialogue and discourse), (3) learner's identity transformation (expert), and (4) instructional intervention (ZPD and scaffolding). Social constructivism has provided many ideas to explore in terms of the composition of knowledge in the sociocultural context of health care, but it has not demonstrated an explicit instructional method or educational effects.

• Journal of Educational Research in Mathematics
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• v.8 no.1
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• pp.299-312
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• 1998

In this study, we have investigated the meaning and mechanism of the 'construction' in the operational constructivism and the social constructivism. According to Piaget, a mathematical concept is the operational sch me, which is constructed through the reflective abstraction from a general coordination of activities and operations. The process of the reflective abstraction consists of 'reflechissement'and 'reflexion'. The reflechissement starting from 'intriorisation' concludes with 'thematisation', and the reflexion consists in the 'equilibration' of the result of reflechissement. The 'construction' in the social constructivism includes two process. One is the process from the individual, subjective knowledge of mathematics to the social, objective knowledge of mathematics, and the other is vice versa. The emphases is placed on the 'social interaction' and the 'representation' in this two processes. In this context, if we want to apply the social constructivism, we should clarify the meaning of 'society', and consider the difference between the society of mathematicians and the society of students.

• Journal of Science and Technology Studies
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• v.2 no.2 s.4
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• pp.55-89
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• 2002

The purpose of this article is to examine and assess the main issues in social constructivism with reference to the history of technology. Social constructivism, as an alternative explanation to technological change, has developed its points actively responding to various criticisms. Historians of technology have joined in dialogues with social constructivists through controversies about narrative vs theory, reliability vs performance, and evolution of bicycle. Social constructivists tend to use new jargons excessively, don't deal historical materials rigorously, and don't consider content-dependency sufficiently. To apply social constructivism to Korean cases many problems should be identified including the deficiency of historical materials, the importance of technological learning, and the peculiarity of relevant social group.

• Journal of the Korean association of regional geographers
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• v.4 no.2
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• pp.201-217
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• 1998

This paper examined the strategy of experiential learning on Web-based cyberspace for constructive education of social studies. The results as follows : The first, constructivism has brought the paradigm shift in traditional principles of teaching and learning, constructivism is not a theory about teaching, it is a theory about knowledge and learning, learning is understood as a self-regulated process of resolving inner cognitive conflicts that often become apparent through experience, collaborative discourse, and reflection. It is proper for constructive education of social studies to carry out from cognitive constructivism to socio-cultural constructivism, from socio-cultural constructivism to cognitive constructivism and co-constructivism, considering the aim or objectives of social studies education. The second, Web-based Instruction(WBI) can provide learners for constructive environments which can be proper for teaching and learning. WBI was suggested as the best medium for constructive education of social studies in the information age. WBI must design teaching and learning so that may not be teacher-centered, if teacher-centered, it is not constructivism. The third, Web-based cyberspace is the proper mediated experience fields for experiential learning to effectively study regions or space because of overcoming distance fractions through the time-space convergence, it actualize the constructive education of social studies in the space age.

• The Research Journal of the Costume Culture
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• v.18 no.3
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• pp.550-558
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• 2010

Russian Constructivism, which took the lead in the Russian trend of art until the late 1920's, was influenced by European Cubism and Futurism. Breaking away from the previous realistic tendency, Russian Constructivism, to meet the ideology of the revolution, insisted the "Art into Street" and the "Art in Industry" with its abstract and geometric design. Russian Constructivism effected paintings of mid 1920's, as well as Industrial design and costume design. This operated remarkable changes in Russian form of costume and textile area. An unusual situation like revolution had provided the social justification to develop a new costume design not for the special class of people, but for the general public. In this atmosphere, the plan of clothing mass production began to progress. Although the Russian Constructivism costume of arts shows the similarity in the trend of fashion and the physical forms of those days, its fundamental idea in manufacturing costumes was 'to create costumes to be possible to mass-produce and to be wearable to anyone regardless of the social class'. Therefore, Constructivism costume of arts pursued dynamism and geometric form through non-objective design that has broken away from the handcrafted and traditional standards of the past. These distinct characteristics served as a momentum to seek costume design based on productivity and functionality.

• Journal of Science and Technology Studies
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• v.2 no.2 s.4
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• pp.123-143
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• 2002

The purpose of the paper is to examine the validity of social constructivism embodied in Shapin's case study of Boyle's air pump as a typical case study of the sociology of scientific knowledge. I shall argue that scientific activity has not only epistemic dimension but also non-epistemic dimension, and that social constructivism has put too much emphasis on non-epistemic social dimension such that it cannot provide any balanced understanding of scientific knowledge. I shall first examine the epistemic dimension of the debate between Boyle and Hobbes about air pump, then examine Shapin's view emphasizing epistemic one. Finally I consider some limits of social constructivism shown in Shapin's view.