구성주의 의미의 탐색에 대한 소고: 구성주의의 재조명

강은경 ( Kang Eun Kyung ) 한국수학교육학회 2018 初等 數學敎育 Vol.21 No.3

수학교육학에서 구성주의는 학습이론에 있어서 핵심적인 이론이라고 할 수 있으며 구성주의에 대한 이해와 적용은 학습자 중심 수학 교수에 있어서 중요하다. 그러나 일부 초등 교사와 예비 초등 교사들은 구성주의를 편협한 시각으로 이해하고 있다. 구성주의가 수학을 흥미롭게 만드는 것을 중요하게 여기는 이론으로 여기고, 수학적인 요소를 고려하지 않은 게임을 만드는 것이 그 예이다. 본 논문에서는 여러 가지 유형의 구성주의, 급진적 구성주의, 비고츠키의 사회적 문화적 발달이론, 사회적 구성이론**, 사회적 구성주의가 각기 주장하는 바를 고찰하고 비교하여 구성주의를 이해하는 데에 도움을 주고자 하였다. 논문의 말미에 구성주의가 수학 교육에 시사하는 점이 논의 되었다. 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.

Kohlberg 구성주의에서 상대성 문제

배한동,은종태 한국윤리교육학회 2008 윤리교육연구 Vol.0 No.15

구성주의적 관점에서는 도덕 판단이나 원리가 사회적 상호작용의 산물이며, 선험적으로 알려진다거나 경험적 일반화가 아니라고 본다. 따라서 선험론이나 경험론을 모두 반대한다. 콜버그의 도덕 발달 이론은 피아제의 구조주의와 구성주의의 영향을 받았으며, 메타 윤리적 가정으로서 구성주의를 채택하고 있다. 그러나 콜버그가 단계 발달의 원리로서 채택한 구성주의는 상대주의적 경향이 강한 인식론적 관점을 가지고 있기 때문에 구성주의와 보편주의 사이에 모순이 발생할 수 있다. 이 주제는 콜버그 이론에 있어서 매주 중요한 문제이다. 그러나 아직까지 이러한 주제와 관련된 논의나 연구는 드문 편이다. 본 논문은 콜버그 이론을 구성주의적 관점에서 접근하면서 구성주의적 접근에 따른 문제점을 논의하는 것이 목적이다. 이를 위해 먼저, 다양한 구성주의의 유형을 분석하고 메타 윤리적 가정의 하나로 제시된 콜버그 구성주의의 특성을 밝히려고 한다. 이를 위한 분석틀은 두 가지인데, 인지적 구성주의와 규범적 구성주의이다. 이는 콜버그의 구성주의가 피아제의 인지적 구성주의와 롤스의 규범 구성주의의 영향을 받고 있기 때문이다. 두 가지 구성주의를 분석하면서 콜버그의 구성주의와의 관계를 규명하기 위해 노력할 것이다. 다음으로는 구성주의의 상대성 문제를 제기할 것이다. 콜버그의 구성주의를 개인적 구성주의나 사회적 구성주의, 그 어느 것으로 정의하든 상대성 문제는 피할 수 없다. 마지막으로는 이러한 상대성 문제를 콜버그의 체제 속에서 극복할 수 있는 가능성을 제시하고자 한다. The assumption of constructivism implies that moral judgment or principles are human constructions generated in social interaction. They are neither innate propositions known a priori nor empirical generalizations of facts in the world. That is, the constructivism is opposed to either empiricism or apriorism. Kohlberg`s cognitive development theory was affected by Piaget`s constructivism and structuralism. And he offered the constructivism as one of the meta-ethical assumptions. But constructivism adopted as a principle of stage development have a strong relativistic view in epistemology. Therefore it occurs contradiction between constructivist relativity and universality of developmental stages. This issue is very important to Kohlberg`s theory. Nevertheless, it is rare to find someone studied a systematic researches about this issue and debate. Therefore this thesis aims to treat problems of relativity in relation to the Kohlberg`s constructivism. For this purpose, we will analyze various constructivist patterns and examine the features of Kohlberg`s constructivism that suggested as one of the meta-ethical assumptions. There are two forms constructivism. One is epistemological constructivism, the other is normative. Kohlberg`s constructivism based on the constructivism of Piaget and Rawls. In our examination, we will try to clarify their relations between Kohlberg`s two constructivism. And then, we will put the question a interesting point regarding relativity of Kohlberg`s constructivism. He cannot evade this problem, whether his constructivism define as individual or social. Lastly, we suggest some solutions. escape from this dilemma within Kohlberg`s program.

The possibilities of Constructivist Approaches for Effective Teacher Education in the churches

Lee, Soo In 한국실천신학회 2013 신학과 실천 Vol.0 No.37

This study explored the possibility of constructivist methods as an instructional tool for the church and demonstrated that learner-centered instructional methods based on constructivist presuppositions can provide a variety of educational benefits, There is a hunger for effective teacher equipping programs for adult volunteer teachers for the educational ministry of today’s churches. At the same time, these programs for teachers need to be well-suited for adult learners and relevant to their real-life problems. This is why learner-centered activities based on a constructivist approach should be applied for effective teacher training programs in the churches. Within the constructivist view, when learners face new knowledge or experiences, they internalize the new information based on their past experiences or previous knowledge. In other words, knowledge is constructed through the learners’ own interaction with the world; thus learning is “an active process of constructing meaning and transforming understandings.” Constructivism has provided a variety of implications for effective teacher training programs in the churches. Constructivist approaches can enhance volunteer teacher education in the churches by overcoming the weaknesses of the traditional lecture-based approaches and meet new needs for teacher education. Also, biblical Foundations for the Use of Constructivist Approaches for Teacher Education were found in the Master teacher’s teaching methods. However, although constructivism has contributed to a variety of educational contexts, one needs to examine the prepositions of this theory. According to constructivism, knowledge is constructed by the learner’s experience and his or her own interaction with the world. Therefore, constructivism has weakened the importance of objective truth and placed more emphasis on the personal interpretation of an individual. Therefore, Christian educators for the 21st century churches need to not only seek the fullest understanding of constructivism through the lens of Christ, “in whom are hidden all the treasures of wisdom and knowledge” (Col 2:3, NASB) but also filter it through Christian theological and biblical perspectives in order to properly adopt the instructional insights of constructivism.

수학철학에서 구성주의, 구조주의 그리고 구조-구성주의

문장수 새한철학회 2022 哲學論叢 Vol.109 No.3

This study demonstrates that the two core concepts of mathematical philosophy are construction and structure, and, in other words, that the two significant schools of mathematical philosophy today are constructivism and structuralism. I would like to argue that the two schools can and should be synthesized as the structure-constructivism. However, the argument here is not a strictly formal argument, but a philosophical and critical. To do this end, a historical-critical review is carried out. From a historical-critical point of view, mathematical philosophy is divided into 10 schools in a broad sense, but is subdivided into more than 20 in detail. However, the biggest trend is Platonism, which asserts that mathematical objects are abstract entities that exist independently from human mind and material objects. The opposite of Platonism is generally psychological constructivism. According to the latter, mathematical objects are products of the construction of the human mind. However, according to whether the basis of the construction here is a logical device, a symbolic system, or an empirical sense-perception, the constructivism is subdivided into logical constructivism (logicism), formal constructivism (formalism) and empirical constructivism (intuitionism), etc. However, these three schools themselves are further subdivided into various variations, and among them, structuralism, which has emerged from the mid-20th century, is receiving the most support. Structuralism emphasizes that the object of mathematical study is no longer an individual object, but a structure. However, depending on whether the structure itself is a transcendental entity or a product of the creative construction of the cognitive subject, the structuralism is again divided into eliminative(structuralism without structure) and non-eliminative one(structuralism with structure). In this context, I would like to assert that the structure itself is not an a priori entity, but a result of the construction of the cognitive subject. This is the structure-constructivism I seek to justify. 본 연구는 수학철학의 핵심적인 두 유파는 구성주의와 구조주의라는 것을 논증하면서, 양자는 다시 구조-구성주의라는 하나의 유파로 종합될 수 있으며 종합되어야 한다는 것을 논증하고자 한다. 이를 위해 역사-비판적 검토를 수행한다. 역사-비판적 관점에서 볼 때, 수학철학은 광의의 관점에서 10여개의 유파로 구분되지만, 세부적으로는 20여개 이상으로 세분화된다. 그러나 가장 큰 흐름은 수학적 대상들은 인간의 정신으로부터 독립적이고 물질적 대상들로부터도 독립적으로 존재하는 “추상적 실체”라고 주장하는 플라톤주의이고, 이것에 대립적인 것은 심리학적 구성주의이다. 후자에 따르면, 수학적 대상들은 인간정신의 구성의 산물이다. 그러나 여기서 말하는 구성의 근거가 논리적 장치인가 아니면 기호적 상징체계인가 아니면 경험적 감각-지각인가에 따라, 논리적 구성주의(논리주의), 형식적 구성주의(형식주의), 경험적 구성주의(직관주의) 등으로 세분화된다. 그런데 이러한 3가지 유파들 자체 다시 다양한 변이들로 세분화되는데, 그 중에서 20세기 중반부터 부각되기 시작한 구조주의가 가장 많은 지지를 받고 있다. 구조주의는 수학적 연구의 대상은 더 이상 개별적 대상이 아니라, 구조라는 것을 강조한다. 그러나 구조 그 자체 선험적 실체인가 아니면 인식주체의 창의적 구성의 산물인가에 따라 다시 비제거적 구조주의와 제거적 구조주의로 양분된다. 이런 맥락에서 필자는 구조 그 자체 선험적 실체가 아니라, 인식주관의 구성의 결과라는 것을 주장하고자 한다. 이것이 바로 필자가 정당화하고자 하는 “구조-구성주의”이다.

유영국(劉永國)의 초기 구성주의: <랩소디>(1937)에 나타난 유토피아니즘

유영아 한국미술이론학회 2010 미술이론과 현장 Vol.9 No.-

This study is about Yoo Young-kuk's early works which show constructivism, especially focus on his debut painting, <Rhapsody> for the 7th Dokuritsu Bijutsu Kyokai(独立美術協會, the Independent Fine Arts Association) in Tokyo in 1937. The work was painted 2 years after he had started his study in Japan in 1935. It was the first painting that applied Constructivism. <Rhapsody> played an important role for Constructivism to be a leading art in his abstraction. After this picture, Yoo was soon devoted to the principles of Constructivism-- Faktura(material), Tektonika (tectonics), Tekhnika(technique), space, construction-- in his painterly reliefs. This article examined why Yoo concentrated on Constructivism for <Rhapsody>, what the characteristics were, and what influences were on other works from 1935 to 1949. In addition, I investigated in which period <Rhapsody> was painted and how Constructivism was spread in 1930s and early 1940s in chapter 2. I scrutinized Rhapsody in chapter 3. When Yoo created <Rhapsody> Japan was under the Fifteen Years War(1931- 1945), and a major discourse was the Japanese Spirit at that time. It was connected with construction of an ideal nation which the Japanese ultra-national fascism pursued. This ideological pursuit was intended to unite the Japanese people for total war system and to restore a national dignity which had been fallen down due to Manchurian Incident(1931). Thus, on the hand, Kokusai Bunka Shinkokai(国際文化振興会, The Society for International Cultural Relations) and the Nippon Kosaku Bunka Renmei(日本工作文化連盟, Japanese Werkbund) were supported financially by the Japanese government. On the other hand, the government enacted regulations to opposing parties which would distract Japanese people's unification. As for the Japanese art world, the merge of art groups was carried out through remodeling of Teikoku Bijutsuin(帝国美術院, The Imperial Fine Arts Academy) in 1935. This brought out continuous dispute and disorder. Young artists who felt difficulty of entering an entry of Imperial Fine Arts Exhibition repeatedly grouped and disbanded for small art groups to build their standing, which they pursued Surrealism and Abstract art. Among them Constructivism was considered as the latest trend and was popular in craft, design, architecture as well as fine arts. In the year before he painted <Rhapsody>, Avant-garde theatres including Constructivism theatre were introduced in a feature article of September, 1936 in Atelier, which was dealing with mainly avant-garde arts. Books related with Constructivism were translated into Japanese, and Gestaltung Education had become active since the publication of A Compendium of Gestaltung Education( 構成敎育大系 (1934)), Salvador Dali(1904-1989) was also introduced, so Surrealism was drawn more attention by young artists. <Rhapsody> reflected popular trends. Yoo analyzed the Japanese avant-gardists' archaic taste in the Independent Art Association that he submitted his painting to. And then he entitled ‘Rhapsody’ which derives from Ancient Greek's epic poetry and deliberately set up images in a scene. In chapter 3, I examined a theme which was planned carefully by sorting favorite images from the Japanese Surrealism. <Rhapsody> was a result that Yoo Young-kuk observed objectively the phenomenon that young artists dreamt of Utopia or longed for Nostalgia passively and lethargically under wars. And then he otherized himself from that circumstance. First of all, for <Rhapsody> he used the typical icons of Japanese Surrealism such as the horizon, flowing clouds, and vast plain that were considered stereotypes of Arcadia. He, however distinguished himself form those Japanese Surrealists. He made his own vision about Utopia by referring Lyubov Popova(1889-1924)'s stage design. His objective point of view was expressed by positive and dynamic images of structure and human's actions. Constructivism which was attempted in <Rhapsody> had an effect on other early constructive works, and the principles of Constructivism were sought hard in reliefs, paintings, and photos.

영아 수학적 탐색활동 지원을 위한 구성주의 교사교육프로그램이 영아교사의 수학지도 관련 변인에 미치는 효과

고은지 ( Eunji Ko ),김지현 ( Jihyun Kim ) 대한가정학회 2020 Human Ecology Research(HER) Vol.58 No.1

This study helps infant teachers practice a constructivism-based teacher education program that supports infant mathematical inquiry activities and examines improvements in mathematical teaching knowledge, mathematical teaching initiatives, mathematical interaction, constructivism belief and mathematical teaching efficacy. Twenty two experiment group infant teachers and twenty two comparison group infant teachers were chosen at two workforce educare centers. The experiment group infant teachers participated in 18 sessions of a constructivism teacher training program for 8 weeks, but the comparison group infant teachers did not take part in the program. Pretest and post-tests were implemented for the mathematical teaching knowledge, mathematical teaching initiatives, mathematical interactions, constructivism belief and mathematical teaching efficacy in the experiment group. Independent sample t-test and ANCOVA were tested using Windows SPSS statistics 21.0. The homogeneity test for the experiment and comparison group revealed significant differences. ANCOVA was carried out after the pretest score was controlled as a co-variance. Significant differences were indicated in mathematical teaching knowledge, mathematical teaching initiative, mathematical interaction, constructivism belief and mathematical teaching efficacy. The results indicated that a constructivism-based teacher education program to support infant mathematical inquiry activities influenced improvements in mathematical teaching knowledge, mathematical teaching initiative, mathematical interaction, constructivism belief and mathematical teaching efficacy. This study proved the effects of the program based on constructivism theory content for the knowledge, skills and attitude about infant teaching of mathematical initiatives and practiced a program of exploration, investigation, application and assessment for infant teachers. The results can help infant teachers teach mathematical exploration activities and help activate infant mathematical exploration activities.

교육학 분야에서 CiteSpace에 기초한 구성주의 연구 동향 탐색

장위신,송선희 한국콘텐츠학회 2022 한국콘텐츠학회논문지 Vol.22 No.5

구성주의는 인지심리학의 중요한 한 갈래로 현재 교육학 분야와 심리학 분야에 모두 커다란 영향을 미치고 있다. 본 연구는 CiteSpace 시각화 소프트웨어를 분석 도구로 사용하여 최근 35년간 교육분야에서 구성주의에 관한 연구문헌에 대한 지식지도 분석을 하였다. 이를 위하여 ‘WOS(web of science)’ 데이터베이스를 기초로 국외문헌분석을 위하여 ‘WOS 핵심 데이터베이스’의 문헌들을 사용하였고, 국내문헌분석을 위하여 ‘KCI(Korean Journal Database)데이터베이스’의 문헌들을 분석하였다. 분석 방향은 발표연도, 연구가 이루어진 국가(지역), 연구자, 기관 또는 대학별 협력관계 분석, 주제어 분석이었다. 연구를 통해 얻은 결론은 세 가지이다. 첫째, 구성주의라는 주제에 관한 연구는 1986년부터 지금까지 이어지고 있으며 현재는 안정적인 발전단계이다. 둘째, 구성주의라는 주제로 연구가 많이 이루어진 국가는 미국, 캐나다, 영국, 호주, 네덜란드 순이다. 연구의 주요 기관과 연구자도 주로 이들 국가에 분포돼 있다. 셋째, 현재 구성주의 연구들의 주제어는 ‘instructional strategies(교수전략)’ 집합에 집중되어 있으며, 과학기술의 발전이 개인 학습에 영향을 미치고 있다. 향후 교수전략은 구성주의 연구의 중점내용이 될 것이며, 교수공학의 발달로 새로운 교수모델 개발과 관련된 연구가 이루어질 필요가 있다. As an important branch of cognitive psychology, "constructivism" is called a "revolution" in contemporary educational psychology, which has a profound influence on the field of pedagogy and psychology. Based on "WOS" database, this study selects "WOS Core database" and "KCI database", uses CiteSpace visualization software as analysis tool, and makes knowledge map analysis on the research literature of "constructivism" in the field of education in recent 35 years. Analysis directions include annual analysis, network connection analysis by country(region) branch, author, institution or University, and keyword analysis. The purpose of the analysis is to grasp the subject areas, research hotspots and future trends of the research on constructivism, and to provide theoretical reference for the research on constructivism. There are three conclusions from the study. 1. Studies on the subject of constructivism have continued from the 1980s to the present. It is now in a period of steady development. 2. Countries concerned with the subject of constructivism mainly include the United States, Canada, Britain, Australia and the Netherlands. The main research institutions and authors are mainly located in these countries. 3. Currently, the keywords constructivism research focus on the clusters of "instructional strategies", and the development of science and technology is affecting individual learning. In the future, instructional strategies will become the focus of structural constructivism research. With the development of instructional technology, it is necessary to conduct research related to the development of new teaching models.

롤즈 이후의 칸트적 구성주의

노영란 ( Young Ran Roh ) 한국윤리학회 2016 倫理硏究 Vol.106 No.1

롤즈의 칸트적 구성주의는 독립적으로 존재하는 도덕적 사실에 의존하지 않으면서 가치의 객관성을 주장하는 기획이라는 점에서 많은 주목을 받았다. 본고에서는 롤즈 이후의 칸트주의자들이 제시하는 구성주의 이론들을 살펴보면서 윤리이론으로서의 칸트적 구성주의의 적절한 형태를 모색하고자 한다. 이를 위해 먼저 힐, 오닐, 코스가드가 제시하는 구성주의 이론들의 구조와 특징을 체계적으로 파악하고, 이러한 파악을 통해 드러난 세 형태의 구성주의 이론들을 비교, 검토하면서 어떤자원을 가지고 어떤 절차를 거칠 때 객관적인 도덕원칙을 끌어낼 수 있는지를 고찰한다. 나아가서 가치의 객관성을 확보하고자 할 때 칸트적 구성주의가 도덕적사실의 존재와 관련하여 어떤 입장을 취하는 것이 적절한지 고찰한다. 이러한 고찰을 통해 칸트적 구성주의가 나아가야 할 방향과 해결해야 할 과제를 제안하고자한다. Rawls` Kantian constructivism has received a lot of attention in that it is a project to seek for the objectivity of value without depending upon the existence of moral facts. The purpose of this study is to investigate Kantian constructivist positions after Rawls and then find an appropriate form of Kantian constructivism. First of all, I shall figure out the structures and characteristics of the Kantian constructivist theories presented by Thomas E. Hill Jr., Onora O`Neill, and Christine M. Korsgaard. Comparing these three theories, I shall examine what are the materials and procedure of Kantian constructivism appropriate for specifying the objective moral principles and what is its proper position on the ontological commitments. This examination is expected to show both the direction of Kantian constructivism to be taken and its problems to be solved.

구성주의 본질에 기초한유아교사와 수업의 지향점 탐색

조부경 한국교원대학교 유아교육연구소 2014 한국유아교육연구 Vol.16 No.1

구성주의가 우리나라 유아교육계에서 논의된 지 30여년이 지났음에도 여전히 ‘구성주의’가 무엇인가에 대해서는 여러 관점이 존재한다. 본 연구에서는 먼저 Piaget의 자서전과 관련 문헌을 중심으로 구성주의의 본질을 고찰하고, 이를 토대로 구성주의 유아교사와 수업은 어떠해야 하는지 그 지향점을 탐색해보고자 한다. 구성주의는 지식의 이론임과 동시에 삶의 기저가 되는 가치로서, 그 핵심은 ‘찾아가는 것’과 그 과정에서 상대적 가치로서의 ‘균형의 의미’ 탐색이다. 이러한 가치를 기반으로 하는 구성주의 교사는 지속적으로 종적, 횡적 균형을 이루며 변화하고, 교사로서의 정체성을 찾아가며, 타자와 협력하면서, 불균형을 즐기며 균형을 추구해간다. 구성주의의 본질에 따르는 수업이란 유아와 함께하고, 지식의 구성이 이루어지는 수업이며, 수업의 본질에 대한 지속적인 성찰을 기본으로 한다. 본 연구는 구성주의라는 하나의 고정된 틀 속에 교사와 유아를 갇히게 하는 것의 위험성을 간과하지 말고 구성주의라는 지평을 향해 함께 변화해 가야 함을 시사한다. Although it has been over 30 years since constructivism first arose in the field of Korean early childhood education, there have been various view points on the definition of constructivism. This study reviews the essence of constructivism based on Piagent's autobiography and related literature, and investigates the direction of constructivist early childhood teachers and their classroom.Constructivism is not only a theory of knowledge but also the basis of life. The core of constructivism is "searching" and discovering the "meaning of equilibrium as a relative value" during the search. Teachers based on these values develop continuously while maintaining the "vertical and horizontal equilibrium." They also search for their identity, collaborate with others, and pursuit their equilibrium by enjoying the unequilibrium. Teaching following the essence of constructivism constructs knowledge with the children. It also emphasizes continuous reflection on the basis of teaching.This study implies on the development of teacher and teaching towards the horizon of constructivism, while not being confined by the literal definition of constructivism.

구성주의 교육에 근거한 무용교육 고찰 -비고츠키의 사회적 구성주의를 중심으로-

박영하 ( Youngha Park ) 대한무용학회 2019 대한무용학회논문집 Vol.77 No.6

The purpose of this study is to research effective dance educational methods based on Vygotsky' social constructivism theory. In order to find effective educational methods for dance, first, this study conducts theoretical research on constructivism and social constructivism. next, this study analyzes the relation between Vygotsky's social constructivism and dance education. Finally, this study find and suggest effective dance educational methods based on Vygotsky's social constructivism theory. In the conclusion, the study presents problem-based learning(PBL), cooperative Learning, and field-experience learning as effective dance educational methods in dance.