구성주의적 학습 환경에 터한 실과교육의 반성과 대안 = Reflections and Alternatives of Practical Arts Education based on the Constructivist learning environments

다국어 초록 (Multilingual Abstract)

Traditionally, learning has been thought to be a routine process that involves students repeating, or miming, newly information. Constructivist teaching practices, on the other hand, help learners to internalize and transform new information. The purposes of the study were to review the basic principles of ‘curriculum’, ‘instruction’ and ‘roles of teacher and student’ on the constructivist pedagogy, and to discuss the reflections and alternatives of practical arts education in the constructivist classroom. The study was carried out through reviewing literature. The findings of the study were as followings:
1. Structuring curriculum around primary concepts is a critical dimension of constructivist pedagogy. When designing curriculum, constructivist teachers need to organize information around conceptional clusters of problems.
2. In constructivist pedagogy, students should engage in active inquiry activities that are based on meaningful problems. This activities were prepared by diverse cooperative problem-solving styles and strategies. And evaluation should be authentically linked to students’ inquiry experiences and learning process.
3. Constructivist teachers must encourage students to cultivate their own points of view on the instructional topics. So student should engage in active problem-solving. Constructivist teachers see their students as active participants rather than passive recipients during the learning process.
4. Alternative strategies of ‘integrated curriculum’, ‘cooperative problem-solving learning’ and ‘performance-based assessment’ were proposed in the study for constructivist learning theory in practical arts education.

목차 (Table of Contents)

• Abstract
• Ⅰ. 문제의 제기
• Ⅱ. 구성주의 학습 환경의 기본 가정
• Ⅲ. 구성주의 학습 환경에 기초한 실과교육의 반성과 대안
• Ⅳ. 결론적 논의
• 참고문헌