구성주의 교육철학과 교수-학습 = Constructivism and Teaching-Learning

다국어 초록 (Multilingual Abstract)

The study reviews the current changes in the Korean education. It identifies constructivism as the change agent for the classrooms. Students learn more when the practices are characterized as child-centered, experiential, social, constructivist, and challenging learning environment. Thus, the recent educational reform have been focused on setting up such learning environment that enhance student's learning in the classroom. These changes can be made only by the classroom teachers' paradigm-shift in teaching-learning practices form objectivist to constructivist. The study reviews constructivism's philosophy in the teaching-leaning practices. The constructivist advocates that the learning is a process of knowledge construction. In constructivistic learning envionment, larning is also knowledge-dependent, and highly tuned to the situation in which it takes place. Thus, the constructivistic learning should be occurred in learner-centered, knowledge constructed learning environment.
For better education, there should be as many teaching-learning methods as needed for each learning settings. If educators not changed their philosophical orientation in education from objectivism to constructivism, there will be no actual changes in the classrooms. There should be a paradigm-shift in teaching and learning from objectivism to constructivism. Therefore, this paper attempted to introduce the Constructivist Learning Model(CLM) for Improving Science Education.