교육과정의 성격에 대한 구성주의 관점이 시사 = Exploring the characteristics of curriculum : a Constructivistic point of view

다국어 초록 (Multilingual Abstract)

This study is an effort to analyze the implications of the constructivism on conceptualizing the characteristics of curriculum. During the last few years the number of references to constructivism in the educational literature has increased in a startling fashion. However, the epistemological premises of constructivism are not fully understood and many people are led to believe that the adoption of constructivism is possible adhering to their objectivistic way of thinking at the same time. In addition to that, the constructivism is often considered as a panacea which will rescue education from whatever crisis it is in. So, I tried to clarify the epistemological basis of constructivism, and based upon that, identify its implications on the characteristics of curriculum. The pivotal characteristics of curriculum accordant with constructivism are identified as follows: First, the curriculum is conceived. as an ongoing interactive practice, not as an external fact imposed on teachers and learners. Second, the curriculum is considered as value-laden, inclusive, multiple entity, not as neutral, exclusive, universal body of truth. Third, the curriculum is composed with the materials to think, explore with interest and enthusiasm, not with the authoritative truth to master and internalize. Forth, the curriculum is composed with meaningful integrated experiences, not with strictly discrete knowledge of subject matters. Finally, the curriculum is organized with recursive and reflective way which provides useful scaffoldings to enable students to get an authentic sense of learning, rather than additive and linear way which presents the most recent version of knowledge stripped of debates, confusion, and discords.