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.,,. (,, )(,, ).,.,,.,..,,,,..,.,. :, CD- ROM,,,,.,.,, (, 1999).. ( d e e p understanding).,,,,,,..,,...,., - 12 -
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(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 - 15 -