• Journal of The Korean Association For Science Education
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• v.22 no.4
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• pp.820-836
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• 2002

Constructivism has had a great influence on science education over the last two decades. The purpose of this article is twofold: First, to describe the characteristics of constructivism and, second, to suggest an ideal forms of science education in Korea as implied in constructivism. A review of the literatures in the first area shows that constructivism is philosophical/psychological view which believe in the social nature of the construction of scientific knowledge and its learning. And the analyses of a few schools of constructivism suggest decision-making as a goal of science education, learning as the active construction of meaning through interaction between learner and learning environments, and discussion and cooperation as appropriate teaching strategies. At the same time, the results necessitate teaching ethical aspects of science in the secondary schools, and also imply that performance assessment must be emphasized in evaluation of science education.

• Journal of Science and Technology Studies
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• v.2 no.2 s.4
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• pp.91-122
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• 2002

Constructivism has had a great influence on science education over the last two decades. The purpose of this article is twofold: First, to describe the characteristics of constructivism and, second, to suggest an ideal forms of science education in Korea as implied in constructivism. A review of the literature in the first area shows that constructivism is the philosophical/ psychological view which believes in the social nature of the construction of scientific knowledge and its learning. And the analyses of a few schools of constructivism suggests decision-making as a goal of science education, loaming as the active construction of meaning through interaction between learner and learning environments, and discussion and cooperation as appropriate teaching strategies. At the same time, the results necessitate teaching ethical aspects of science in the secondary schools, and also imply that performance assessment must be emphasized in evaluation of science education.

• Asia pacific journal of information systems
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• v.25 no.1
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• pp.163-178
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• 2015

This paper specifically delineated the methodological application of constructivism in smart tourism studies. It explained what constructivism is and how this methodology could be applied in the study of smart tourism. In this study, residents of Seoul participated in constructivist research using the Q method to identify their subjectivities toward Seoul based on photographs most commonly found in tourism promotional material. Residents are concerned with good governance and cultural integrity, and they are aware of their role as stakeholders in tourism in their communities. However their potential contribution to destination image formation has been usually overlooked by researchers and marketers. Three clusters of subjectivities were revealed after 42 photographs of Seoul were sorted by 37 respondents. The results show how respondents perceived Seoul's destination image. The three clusters agreed that symbolic monuments were the key representations of Seoul. The paper recommends that tourism marketers and policy makers should focus on understanding and coordinating with residents' perceived image of Seoul as a destination when planning and decision making, especially in promoting Seoul as a destination market. This study, in conjunction with other constructivist research offers insight into how destination image is, especially with the rise of smart tourism, a complex social construction.

• Education of Primary School Mathematics
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• v.10 no.1 s.19
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• pp.15-28
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• 2007

From a social constructivists' perspective, knowledge is not transmitted by language but it is constructed by social interactions with others. That is, it is viewed in social constructivism that learning is a process in which knowledge is constructed by communicative interactions with more capable others. In this vein, a class might be analyzed and characterized in terms of interactional patterns of teacher-student and student-student in class. For this, a primary math class was selected and observed and it was analyzed by the Flanders category system to investigate the effects of the math teaching based on verbal interactions on the learning of math. The class was taught in a teacher-centered and direct way but in the class math knowledge was taught through univocal communications in the form of question-answer. The results of this study appeared to suggest that verbal interactional patterns should take place frequently in math teaching in the sequence of a teacher's questions$\to$students' extensive responses $\to$ positive feedback for the students' responses by the teacher $\to$ the acceptance of the students' responses $\to$ the teacher's explanation or students' questions. In other words, math might be taught more effectively through the verbal discourse patterns proposed in this study.

• Journal of Fisheries and Marine Sciences Education
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• v.28 no.1
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• pp.235-247
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• 2016

The purpose of this study is to analyze elementary school students' pre-concept of electromagnet and to investigate effects of instruction through social interactions on conceptual changes of the electromagnet. For the purpose, 108 elementary school students of 3 classes were selected from the 6th grade. They were divided into the control group I, control group II and experimental group. The control group I was treated through traditional instruction on the basis of text book. The control group II was instructed with a modified version of the textbook to help them better understand the concept of electromagnet. The experimental group was treated through instruction on the basis of the above modified version of the text book and social interactions. Conceptual changes on electromagnet before and after the treatment were quantitatively and qualitatively analyzed using the identical test. The students' styles of social interaction were qualitatively analyzed with tape records of their discussions and work sheets. Effects of instruction through social interactions based on radical constructivism on the 6th-grade elementary school students' concept of electromagnet were examined here. The results were described as follows. Firstly, after the treatment, the experimental group was statistically significantly higher in mean values of conceptual understanding and academic achievement than both the control group I and II. Secondly, styles of social interaction in the three sub-groups of the experimental group were qualitatively analyzed, among the threes, high- and medium-level sub-groups were higher in the frequency of linguistic social interaction than the low-level sub-group. Those students who were excellent in communication skills actively participated in linguistic social interactions. In discussions among the three sub-groups, students of the high- and medium-level sub-groups provided explanations or information while those of the other sub-group sometimes were passive by just listening, but in large actively participated in communication. In conclusion, instruction through social interactions was effectively changed in the 6th-grade elementary school students' concept of electromagnet.

• Journal of The Korean Association For Science Education
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• v.21 no.5
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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.

• Asia pacific journal of information systems
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• v.25 no.1
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• pp.103-118
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• 2015

Smart tourism is a social phenomenon arising from the convergence of information technology with the tourism experience. New ways of doing business, new patterns of experience and new problems concerning tourism destination image management and marketing are emerging due to the ubiquitous presence and influence of the internet and mobile devices. New conceptual tools are also available to enable researchers to further understand the social implications as well as the practical implementation of these new virtual and augmented smart tourism ecosystems. To this effect this paper introduces the constructivist paradigm and associated research methodologies as another toolbox for interpreting how smart tourism works as a form of soft power. The implications revealed by constructivism are that through smart tourism ecosystems, destination commodification and commoditization, experience and image formation are increasingly self-perpetuating, autonomous and organic social constructions. Researchers in information technology can use constructivist research to further explore these dynamic developments in smart tourism.

• Journal of Digital Convergence
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• v.14 no.3
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• pp.453-464
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• 2016

This study started from the basis of necessity on the researches which asserts that parental rearing behavior in the modern society should change reflecting the social change of sociocultural environment. For this, parental rearing behavior of social constructivism and existing parental rearing behavior were contemplated while construct of parental rearing behavior was explored on the basis of main causes from Vygotsky's theory in order to prepare paradigm of new parental rearing behavior. As far as the method of study goes, various literature from relevant scholars were analyzed, centering various previously conducted studies pertaining to parental rearing behaviors as well as Vygotsky's theory. Also, the validity of the contents was confirmed through consult and revision from three experts. As the result, five factors were extracted. First, factor of cooperative interaction on social interaction. Secondly, emphasis on Internalization factor on social constructive behavior. Thirdly, potential development factor in zone of proximal development. Fourthly, instructional conversation factor as semiotic medium. Lastly, assistance factor as scaffolding. As a result, new paradigm of parental rearing behavior was presented and opened a prospect in developing the touchstone of parental rearing behavior pursuant to social constructivism.

• Korean Journal of Cognitive Science
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• v.15 no.4
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• pp.61-66
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• 2004

I think constructivism can be considered as the new count proposal for understanding human to Cartesian rationalism. Constructivism has the common area not only with recent results of evolutionary biology, evolutionary psychology. brain science, system theory, and complex adaptive system but also with recent trends of humanities, and social science. In artificial intelligence, the studies which can be considered as constructivistic methods is going on. In this paper, from a constructivistic pint of view, to broaden the concept of intelligence in artificial intelligenve, I will examine constructivistic methodologies to intelligent machine and look about the artificial intelligence techniques which are constructivistic. Throughout such a discussion I want to promote the integral understanding of various kinds of mind theories and techniques, and pave the way of general intelligence in artificial intelligence.

• Journal of English Language & Literature
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• v.56 no.1
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• pp.157-178
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• 2010

A critique on Freud's remembering taken place in the 80's and 90s has a significant impact on a paradigm shift: from the discursive constructivism to the neo-empiricism. Along with Marx and Nietzsche, Freud was one of the main intellectual sources in formulating the Cultural Studies, known as the political corrections in the later period of Post-modern era. In the wake of feminism, there was a social happening, namely, a memory restoration, when a woman therapist helped a woman patient to restore the past and come up with her father as the cause of her trauma. Finally, 'the false memory syndrome' brought up a hot issue firing on the controversy about Freudian remembering. Freud as a clinical therapist began to be a sole target to be criticized. Strangely enough, however, Freud was continually utilized by such theorists as Julia Kristeva, Homi Bhabah, and Žižek, while having dissenters like Deleuze, Quattari, and Butler. Of those intellectual claims, this paper focuses on the debates by the dissenters not from the discursive theorists but from the clinical studies: Sulloway, Grunbaum, and Crews. My argument directs to the empirical side of Freud for the conclusion that the dispute on him was a seed of a paradigm shift towards the neo-empiricism, after one century's flourishing of constructivism.