인지적 구성주의와 사회적 구성주의에 대한 간략한 고찰 = A Brief Reflection on Cognitive and Social Constructivism

다국어 초록 (Multilingual Abstract)

A criterion to differentiate objectivism from constructivism IS epistemological positions of each camp, i. e. , how to define the nature of knowledge and the process of know ledge acquisition. On one hand, according to objectivist epistemology, know ledge is an identifiable fixed entity, and the ultimate goal of objectivists is to discover truth which has universal and ahistorical features. On the other hand, constructivist. epistemology IS an antithesis of the objectivist epistemology : Knowledge is not discovered, nor found, but rather constructed, and created, particularly based upon social and cultural situations of individual experiences. Constructivism, then, is classified into two categories, as cognitive and social (or socio- cultural) constructivism, which place their theoretical basises in Piagetian and Vygotskian psychology, respectively : It is cognitive constructivism, when individual psychological aspect is emphasized over social aspects, while it is social constructivism, when social interaction is foregrounded over individual psychological aspects, in the process of knowledge construction; and it is cognitive constructivism when individual cognition and social interaction are regarded as independent factors, while it is social constructivism, when mutual interplay between these two factors is emphasized. Examining how Collins`` cognitive apprenticeship is different from Lave and Rogoff’s, this research tries to distinguish perspective differences between these two camps, which is followed by a brief introduction of several social constructivists focusing on their uniquenesses and differences in terms of theoretical view s and use of terminology. After all, this research intends not to highlight differences between cognitive and social constructivism, but rather to build more comprehensive understanding of constructivism, and develop diverse constructivist principles and strategies which can be widely applied for real situation s of learning and teaching.