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1 (Co n s t r u c t iv is m ) ( ). (catchw ord) (constructivism).,.,. (Phillips, 1995),. 1) (, 1997;, 1998;, 1999; 2000).,. 2),, 1) 1. 2) (Gredler, 1997) :,,,.,.,.,.,.,.. 1.,

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14 (1997).?, :. (1998). :, 13,, :, (1998).?,, 19(1), (1999)., :. (1995)., :. (1998).,,, :. (1998)., 2, :, (1998)., 13,, :, (1999),, :. (1999)., : (2000)., :. (1999). N, :. Barnes, B. (1974), Scientif ic Knowledge and Sociological Theory, London: Routledge. Collins, H. (1985), Changing Order, London: Sage. Fosnot, C. T. (1996), Constructivism: A psychological theory of learning, In C. T. Fosnotn (Ed.), Constructivism: Theory, Perspective, and Practice, New York: Teachers College Press. Gredler, M. E. (1997), Learning and Instruction: Theory into Practice, 3rd. ed., Upper Saddle River: Merrill Prentice Hall. Gruender, C. D. (1996), Constructivism and learning: A philosophical ppraisal, E ducational T echnology, 36(3), McMillan, J. H. (1997), Classroom A ssessm ent: P rincip les and P ractice f or Eff ective Ins truction, Boston : Allyn and Bacon. Moshman, D. (1982), Exogeneous, endogenous, and dialectical constructivism, D evelop m ental R eview, 2, Nelson, L. H. (1993), Epistemological communities, In A. Alcoff & E. Potter (Eds.), F em inis t Ep is tem olog ies, New York : Routledge, Perkins, D. (1999), T he many faces of c on s t r uct iv is m, E d uca t ional L ead ers h ip, 57(3), Phillips, D. C. (1995), T he good, the bad, and the ugly : T he many faces f constructivism, E ducational R esearcher, 24(7), Wood, D. (1998), H ow Children Think and L earn: The S ocial Contex ts of Cog nitive D evelop m ent, 2nd ed., London : Blackwell. Woolfolk, A. E. (1998), Educational Psy chology, 7th. ed., Boston: Allyn and Bacon

15 (Constructivism) ABST RACT The imp lic a t io ns of c o ns t ruc t ivis m in e d uc a t io n Chu, Beong- Wa n (Chuncheon National University of Education) T he latest catchw ord in educational circles is constructivism, applied both to learning theory and to epistemology. Constructivism has become something akin to a secular religion. We don 't need to succumb to each new educational fad, but w e do need to rethink about our w ork in relation to theories of learning and knowledge. In this paper, I tried to give a brief exposition of ideas central to constructivism and then suggest what they mean for our education. In general, constructivism refers to the idea that learners construct knowledge for themselves. Each learner individually and socially constructs meaning as he or she learns. T he dramatic consequences of this view are tw ofold; We have to focus on the learner in thinking about learning. T here is no know ledge independent of the meaning attributed to experience constructed by the learner or community of learners. Although there may be as many definitions of constructivism as there are approaches and variations of approaches, several major principles are common among most constructivism- based approaches to teaching, learning, and assessing. Constructivists typically emphasize the importance of active construction of know ledge among children. Children are seen as inherently active, self- regulating learners who construct know ledge in developmentally appropriate w ays while interacting w ith a perceived w orld. Constructivists also perceive learning as a socially situated activity that is enhanced in functional, meaningful, and authentic contexts. Further, constructivists assess student learning in the context of teaching. Like other theories on education, constructivism is not a quick fix. We'd better think that constructivism is itself a construct. T his means that constructivism is fallible, and not a dogma, and that w e are capable of testing it w ithin normal human limits, and able to apply it w here these tests show it promises to produce good learning. Key w ords : Authentic assessment, Constructivism, Epistemology, Learning theory, Objectivism

118 김정민 송신철 심규철 을 미치기 때문이다(강석진 등, 2000; 심규철 등, 2001; 윤치원 등, 2005; 하태경 등, 2004; Schibeci, 1983). 모둠 내에서 구성원들이 공동으 로 추구하는 학습 목표의 달성을 위하여 각자 맡은 역할에 따라 함께

118 김정민 송신철 심규철 을 미치기 때문이다(강석진 등, 2000; 심규철 등, 2001; 윤치원 등, 2005; 하태경 등, 2004; Schibeci, 1983). 모둠 내에서 구성원들이 공동으 로 추구하는 학습 목표의 달성을 위하여 각자 맡은 역할에 따라 함께 과학교육연구지,37권 1호,pp.117-130(2013.5) Jour.Sci.Edu,Vol.37,No.1,pp.117-130(2013.5) 생물 학습을 위한 고등학생 소집단과 교사의 면담에서 나타나는 상호작용 유형 분석 김정민 송신철 1 심규철 2 * 환경생태교육연구소 1 경기신길고등학교 2 공주대학교 The Patterns of Interaction in

歯학00추병완.PDF

歯학00추병완.PDF