• Title/Summary/Keyword: constructivism in education

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Comments on Developing Mathematics Textbooks Based on Constructivism (구성주의가 수학 교과용 도서에 주는 시사와 난점)

  • 황혜정;임재훈
    • Journal of Educational Research in Mathematics
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    • v.9 no.1
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    • pp.295-309
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    • 1999
  • The primary purpose of this study is to investigate problems with the current mathematics textbook. According to a survey, the following were the findings: Textbook is only a tool-book for introducing mathematical facts. It is a unique book for all students possessing different level of mathematical ability. There is difficulty in teaming math using technological devices and in activating(mental and concrete) manipulative activities. There is difficulty in communicating while doing mathematics. There is lack of defined and developed layout of textbook, et. al. It can be however found that these problems can be solved to some degrees, when mathematics textbook is developed based on constructivism. Recently, in mathematics education, it has been gradually emphasized that constructivism can be powerful in teaching and learning mathematics. There are however some difficulties in developing mathematics textbooks to reflect constructivism, such as to fill the gap between the contents written in the national curriculum determined in advance and the contents which students construct psychologically or socially in mathematics class.

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Theoretical Background of Constructivist Epistemology (구성주의 인식론의 이론적 배경)

  • Kwak, Young-Sun
    • Journal of the Korean earth science society
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    • v.22 no.5
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    • pp.427-447
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    • 2001
  • Science teachers need to understand what science is, how students learn, how to teach science effectively, and the rationale for their teaching methods. Along this line, this article discusses constructivist learning theory as an alternative to the traditional pedagogy and the origin of various versions of constructivism. Constructivism is defined and used in a variety of contexts including philosophical constructivism, constructivist research paradigm, sociological constructivism, and educational constructivism. Educational constructivism (or psychological constructivism) can be divided into three distinct versions (i.e., individual, radical, and social constructivism) depending on unique ontological and epistemological beliefs that underlie each version. Each version of educational constructivism supports different conceptions of science teaching and learning that are consistent with its specific ontological and epistemological beliefs. In this article, the main tenets of each version of educational constructivism are examined with regard to ontological beliefs, epistemological commitments, and pedagogical beliefs. In addition, two major criticisms on constructivist pedagogy as well as implications for research methods for each version are also discussed.

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Analysis of Theoretical Background for Current Research on Science Curriculum and Teaching/Learning and Implications for Future Science Education (과학교육과정 및 과학 교수/학습의 이론적 배경과 미래의 과학교육에 대한 시사점)

  • Cho, Hee-Hyung
    • Journal of The Korean Association For Science Education
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    • v.8 no.2
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    • pp.33-41
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    • 1988
  • During the last decade researchers in science education and psychology have emphasized the importance of children's ideas, or "what they already know", which they bring to their related learning situations. Most research reports on the children's prior ideas reject both the traditional epistemologies and the conventional learning theories. Therefore, this study has its objective to analyze the traditional epistemologies as well as post-positivism contemporarily in vogue, to examine both the conventional learning theories and the constructivism of psychology, and then, based on the analyses, to draw the implications for the future science education. The implications are described under such headings as the nature of science, the science curricula, and the science teaching/learning. The implications are drawn in logical relation to the post-positivism and constructivism, and some of which are empirically validated by the research on the children's conceptions.

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Development of Teaching-Learning Model and Instructional Process Based on the Viewpoint of Constructivism (구성주의 관점에 의한 수학 교수-학습 모델의 설정과 수업 전개)

  • Kim Seon-Yu
    • Journal of Elementary Mathematics Education in Korea
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    • v.3 no.1
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    • pp.75-92
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    • 1999
  • Many educators say that one of the key theory which is widely accepted teaching-learning process in the 7th mathematics curriculum is constructivism. They believe constructivism is very powerful as a background theory in teaching-learning mathematics and in this point of view, each student can construct knowledge by himself in the inner world. Therefore, the aspect of teaching-learning methods in the 7th mathematics curriculum focused on inquiry learning, self-directed learning, cooperative learning. Through this methods, the 7th mathematics text also composed of ease, interesting and dynamic activity oriented subjects. And constructive teaching-learning methods in mathematics is implemented variously by those whom attracted in constructivism. Thus, the purpose of this study is to build up a model that is required to systematize teaching-learning process in mathematics as a guideline for teachers. Another purpose of this study is to make clear that the presented model is appropriate process for teaching-learning in mathematics.

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Reflection on the Educator Mindset for Teaching Mathematics to Diverse Students in the Constructivist Elementary Classroom

  • Kim, Jinho;Lim, Woong
    • Research in Mathematical Education
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    • v.21 no.1
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    • pp.35-46
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    • 2018
  • In this perspective paper, we present seven elements of the appropriate educator mindset for teaching in the constructivist elementary mathematics classroom. The elements include supporting students as they construct their own understanding, eliminating deficit view of slow learners, setting new understanding and growth as the learning objective, providing opportunities to co-construct meaning with peers, using student contributions as the source of curricular material, encouraging all students to participate in learning, and providing instruction not bounded by time. In our struggles to provide authentic, inclusive elementary classrooms, we hope that our discussion of the educator mindset can increase discourse on constructivism from philosophy to practice in the community of mathematics education and policy makers.

The Design and Implementation of a Spread Sheet WBI for improving Teacher's Information Literacy (교원 정보소양능력 함양을 위한 스프레드시트 WBI 설계 및 구현)

  • Kim, Ko-il;Kim, Myeong-Ryeol
    • The Journal of Korean Association of Computer Education
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    • v.3 no.2
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    • pp.59-66
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    • 2000
  • This study is to design and implement Excel 2000 WBI applying the Cognitive Apprentice Model. Excel 2000 is the most used Spread Sheet program and indispensable for increasing teachers' information literacy. The Cognitive Apprentice Model is one of Constructivism learning models. Constructivism is a new educational paradigm and mainly applied in education fields. This WBI is designed and implemented according to the Cognitive Apprentice Model and composed of practical contents according to Constructivism learning principle which insists learning is occurred in real situation. For more effective interaction the teacher(computer) guides the learners individually and uses a bulletin board, E-mail and chatting room.

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Yoo Young-kuk's Early Constructivism: Utopianism in (1937) (유영국(劉永國)의 초기 구성주의: <랩소디>(1937)에 나타난 유토피아니즘)

  • 유영아
    • The Journal of Art Theory & Practice
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    • no.9
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    • pp.93-121
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    • 2010
  • This study is about Yoo Young-kuk's early works which show constructivism, especially focus on his debut painting, for the 7th Dokuritsu Bijutsu Kyokai(獨立美術協會, the Independent Fine Arts Association) in Tokyo in 1937. The work was painted 2 years after he had started his study in Japan in 1935. It was the first painting that applied Constructivism. played an important role for Constructivism to be a leading art in his abstraction. After this picture, Yoo was soon devoted to the principles of Constructivism-- Faktura(material), Tektonika (tectonics), Tekhnika(technique), space, construction-- in his painterly reliefs. This article examined why Yoo concentrated on Constructivism for , what the characteristics were, and what influences were on other works from 1935 to 1949. In addition, I investigated in which period was painted and how Constructivism was spread in 1930s and early 1940s in chapter 2. I scrutinized Rhapsody in chapter 3. When Yoo created Japan was under the Fifteen Years War(1931-1945), and a major discourse was the Japanese Spirit at that time. It was connected with construction of an ideal nation which the Japanese ultra-national fascism pursued. This ideological pursuit was intended to unite the Japanese people for total war system and to restore a national dignity which had been fallen down due to Manchurian Incident(1931). Thus, on the hand, Kokusai Bunka Shinkokai(國際文化振興, The Society for International Cultural Relations) and the Nippon Kosaku Bunka Renmei(日本工作文化連盟, Japanese Werkbund) were supported financially by the Japanese government. On the other hand, the government enacted regulations to opposing parties which would distract Japanese people's unification. As for the Japanese art world, the merge of art groups was carried out through remodeling of Teikoku Bijutsuin(帝國美術院, The Imperial Fine Arts Academy) in 1935. This brought out continuous dispute and disorder. Young artists who felt difficulty of entering an entry of Imperial Fine Arts Exhibition repeatedly grouped and disbanded for small art groups to build their standing, which they pursued Surrealism and Abstract art. Among them Constructivism was considered as the latest trend and was popular in craft, design, architecture as well as fine arts. In the year before he painted , Avant-garde theatres including Constructivism theatre were introduced in a feature article of September, 1936 in Atelier, which was dealing with mainly avant-garde arts. Books related with Constructivism were translated into Japanese, and Gestaltung Education had become active since the publication of A Compendium of Gestaltung Education("構成敎育大系"(1934)), Salvador Dali(1904-1989) was also introduced, so Surrealism was drawn more attention by young artists. reflected popular trends. Yoo analyzed the Japanese avant-gardists' archaic taste in the Independent Art Association that he submitted his painting to. And then he entitled 'Rhapsody' which derives from Ancient Greek's epic poetry and deliberately set up images in a scene. In chapter 3, I examined a theme which was planned carefully by sorting favorite images from the Japanese Surrealism. was a result that Yoo Young-kuk observed objectively the phenomenon that young artists dreamt of Utopia or longed for Nostalgia passively and lethargically under wars. And then he otherized himself from that circumstance. First of all, for he used the typical icons of Japanese Surrealism such as the horizon, flowing clouds, and vast plain that were considered stereotypes of Arcadia. He, however distinguished himself form those Japanese Surrealists. He made his own vision about Utopia by referring Lyubov Popova(1889-1924)'s stage design. His objective point of view was expressed by positive and dynamic images of structure and human's actions. Constructivism which was attempted in had an effect on other early constructive works, and the principles of Constructivism were sought hard in reliefs, paintings, and photos.

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Classroom Practice for Mathematics eased on Cognitive Constructivism in Primary School (인지적 구성주의에 따른 수학과 교육 현장 적용 연구)

  • Kim Pan Soo;Park Sung Taek
    • Journal of Elementary Mathematics Education in Korea
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    • v.3 no.1
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    • pp.21-39
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    • 1999
  • In this paper, we first exam the relation between Piaget's theory of cognitive development and cognitive constructivism. With it's outcome We find three principles of constructivist teaching-learning methods for primary mathematics These are as follows 1) active learning based on self-regulatory process 2) empirical learning by self initiated activities 3) individual learning derived from present cognitive structure and fits of new experiences. Finally we introduce several examples for classroom practice applied the above principles in primary mathematics.

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Linguistic Turn and the Education of Liberal Arts (언어적 전환과 인문교육)

  • Paik, Tohyung
    • The Journal of the Convergence on Culture Technology
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    • v.6 no.1
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    • pp.279-288
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    • 2020
  • In this paper, we try to criticize a bias that liberal arts are not practical. First, I introduce holistic models of knowledge and constructivism in education. Second, I suggest 'linguistic turn' as another noticeable phenomenon. Language is an element of culture, but a priviledged one because culture, in itself, is linguistic. So culture is a sort of a text. We can see that liberal arts or humanities to deal with texts, contexts and languages can have an important role to read, understand and construct a world. So the rediscovery of the traditional model of the education of liberal arts like processes of graduating studies of liberal arts or humanities, is relevant to a new 'practical' model of reading and leading recent social transformations. An important point is academic contribution. And current situation called 'Knowledge-Based Society' also supports my point in another way. The situation of rapidly changing knowledge requires an education of problem-solving ability by unifying and reconstructing knowledge supporting with constructivism in education rather than the cramming system of education.

Constructivist Approach to Early Childhood Education : Reflections on Constructivist Teaching (유아교육의 구성주의적 접근 : 구성주의 교수에 대한 성찰)

  • Kim, Sun Young
    • Korean Journal of Child Studies
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    • v.22 no.4
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    • pp.271-283
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    • 2001
  • The purpose of this article was to clarify the meaning of constructivist teaching and to improve methods related to constructivist teaching. As a theory of learning, constructivism is serving as the basis for many of the current reforms in education. Many educators, however, misconceive what constructivist teaching means. The application of Piagetian theory to early childhood education was reviewed and analyzed. This article provides the overarching principles of constructivist teaching in early childhood classrooms with emphasis on illumination of the misconception. It postulates that constructivist teachers find their own autonomously selected ways to integrate the principles of constructivist teaching.

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