구성주의 관점에서의 기술과 교육의 수업 전략

다국어 초록 (Multilingual Abstract)

The purposes of the study were to review the teaching-learning principles of constructivism, and to present the instructional strategies based on the basic principles of constructivist classrooms in technology education. A constructivist teaching practice can be defined as any deliberate, thoughtful educational activity that is facilitate student`s active understanding. Five teaching-learning principles of constructivism in this study were summarized as follows; 1) Curriculum is presented whole to part with emphasis on the big concepts. 2) Students as a thinker should engage in active inquiry activities we based on meaningful problems. 3) Teachers as a facilitator must encourage student to cultivate their own points of view on the instructional topics. 4) Inquiry material should be organized holistically to encourage diverse problem solving cycles and strategy and cooperative learning. 5) Assessment of student is integrated with learning process and occurs through teacher observation of students at work and through student exhibitions and portfolios. Cooperative problem-solving learning was proposed as an instructional strategy of constructivist technology classrooms. This method was integrated into problem-solving learning` as a process of learning and `cooperative learning` as a structure of learning. The learning process of student` s cooperative problem solving for technology education was established as follows ; 1) Identifying and stating of the problem, 2) Collecting of information and resources, 3) Exploring possible solutions, 4) Trying out or Making the best solution, 5) Evaluating of the process and the result. Also performance-based was presented as an evaluation strategies of constructivist technology classrooms.