구성주의 기반의 학습이론 탐구 = A Study on Constructivistic Learning Theories

다국어 초록 (Multilingual Abstract)

The purpose of this study is to investigate characteristics, commonalities and differences, and instructional implications for designing learner-centered learning environments among new learning theories emerging recently in the field of the psychology of learning. As these emerging theories develop, they increasingly influence the field of educational technology. Included are activity theory, situated cognition theory, distributed cognition theory, and ecological psychology. The emerging theories are viewed as alternative theories to traditional learning theories including behaviorism and cognitivism in the sense that they stick to quite different perspectives from the traditional ones. The new theories share ontological, epistemological, logical, and methodological views and instructional implications with constructivism that traditional objectivists argue is one of epistemology (So we call them constructivistic learning theories). Many differences in terms of learning and activity are found among them as well. Thus, to apply the new theories in the design and development of learner-centered learning environments, it is needed to articulate characteristics, commonalities and differences, and instructional implications among the theories. In doing so, the study can provide instructional designers, educational technologists, and educators with valuable ideas or guidelines to enhance cognition and learning.