• 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 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.

• Journal of the Korean Society of Earth Science Education
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• v.3 no.3
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• pp.198-208
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• 2010

This work describes a preliminary investigation to a learning model based on cybernetics and radical constructivism. To achieve this purpose, main ideas of cybernetics, i.e., negative feedback, difference, self-regulation, equilibrium, and purpose-directed behavior was analysed under radical constructivism. Powers' model, which consists of hierarchically arranged negative feedback systems, is introduced into this work. This was based on the claim that living organisms behave to control perceptions. By adding the notion of scheme from the view of radical constructivism, a learning procedure, which consists of six steps, was suggested in this work.

• 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 Korean Elementary Science Education
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• v.19 no.1
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• pp.85-99
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• 2000

Researches have shown that learning science frequently requires the process of conceptual change. As a result, many of the constructivist teaching and loaming approaches focus on this kind of loaming. In approaches that focus on conceptual change, cognitive conflict strategies play a key role. Students, however, still have much difficulty in loaming science. Theoretically, it underlies Piaget's genetic epistemology in which disequilibration demands an interplay between assimilation and accommodation until equilibrium is restored. Also, radical constructivism has its roots in a variety of disciplines, but has been most profoundly influenced by the theories of lean Piaget as interpreted and extended by Glasersfeld. This study is intended to interpret the conceptual change from radical constructivist perspective and explain difficulties of conceptual change which students have in learning science.

• 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.

• 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.

• International Journal of Contents
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• v.4 no.4
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• pp.24-29
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• 2008

In 1920s, Soviet silent films enjoyed unprecedentedly great prosperity throughout world film history. Particularly, Dziga Vertov could develop 'montage' in collaboration with Sergei Eisenstein and thereby could work as the engines behind development and leap of Soviet films toward 'new concepts' of 'new films' worldwide. However, Vertov's original reputations - the best film theorist and avant-gardist as well as great cineaste in his contemporary age - have been misunderstood or underestimated, so that he has been still misestimated or distorted as radical formalist and documentary propagandist. In regard to these points, this study aims to take Gilles Deleuze's modal esthetic approaches to further considering and historically re-highlighting D. Vertov's film theories that are based on the principle of 'film-reality' and the concept of 'Life As It Is' according to 'kino-eye' method and 'interval' theory as a part of futurism and constructivism breaking down any attribute of traditional narrative films.

• The Mathematical Education
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• v.56 no.1
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• pp.101-118
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• 2017

In this article we study a reconstruction of mathematical knowledge on trigonometry by the method of ascent from the abstract to the concrete from the pedagogical viewpoint of dialectic. The direction of education is shifting in a way that emphasizes the active constitution of knowledge by the learning subjects from the perspective that knowledge is transferred from the teacher to the student. In mathematics education, active discussions on the construction of mathematical knowledge by learners have been going on since the late 1990s. In Korea, concepts and aspects of constructivism such as operational constructivism, radical constructivism, and social constructivism were introduced. However, examples of practical construction according to the direction of construction of mathematical knowledge are very hard to find. In this study, we discuss the direction of the actual construction of mathematical knowledge and suggest a concrete example of the actual construction of trigonometry knowledge from a constructivist point of view. In particular, we discuss the process of the construction of theoretical knowledge, the ascent from the abstract to the concrete, based on the literature study from the pedagogical viewpoint of dialectic, and show how to construct the mathematical knowledge on trigonometry by the method of ascent from the abstract to the concrete. Through this study, it is expected to introduce the new direction and new method of knowledge construction as 'the ascent from the abstract to the concrete', and to present the possibility of applying dialectic concepts to mathematics education.

• The Research Journal of the Costume Culture
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• v.19 no.1
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• pp.128-149
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• 2011

This study dealing with the Italian futurist and Russian constructivist costume designs which aimed for new fashion design freed from the conventional meanings of fashion and explore the artistic purpose reflected within the designs expressed differently according to cultural and regional differences in order examine the early 20th century Avant-grade costume designs. The scope of this study is limited to the 1910s to the 1930s when the Italian futurism and the Russian constructivism were originated and were most active. This monograph focused on the works of the Italian futurists, Giacomo Balla who declared the 'Manifesto delle moda minile futurista', Fortunato Depero, and Thayaht who suggested a new direction for the futurist, and on the works of the Russian constructivists Alexander Rodchenko, Varvara Stepanova and Liubov Popova. As an one method of investigated, this paper is used materials of various sources to examine their features. Futurists costume designs expressed a radical conception of progress and their source of aesthetics was dynamism. The concept of 'power' which was the basis of the futurists was incorporated in the costumes while non-symmetrical cut-outs and bright and vivid colors completed the futurist costume designs. Moreover the Russian constructivists brought advances in the field of fabric and textile designs. What was particularly interesting about the Russian constructivist costumes was that the artists worked at the textile mills themselves, directly involved in the designs and manufacturing of fabric, developing an advancement in textile and a new understanding of costume. Furthermore, many Russian artists settled in Paris, actively participating in the fashion industry, and therefore, they have greatly contributed to the development of the early 20th century Avant-garde costume designs.