학습장애학생을 위한 구성주의적 교수-학습 방법 적용의 실제 = Application of Constructivist Approach for Students with Learning Disabilities

다국어 초록 (Multilingual Abstract)

The purpose of this paper was to examine how constructivist approach has contributed to the education of students with learning disabilities, which is typified by teacher-directed, explicit instruction. In doing so, first, general characteristics of the constructivist approach were examined. Then, constructivism-related discussion in the field of special education was reviewed. Next, research-based constructivist practices for students with learning disabilities were investigated. Finally, based on the analysis of the constructivist practices for students with learning disabilities, presented were implications for the design of constructivist learning environment for students with learning disabilities: first, depending on the needs of students with learning disabilities direct and explicit instruction can be used in constructivist learning environment; second, constructivist learning environment can be improved by the integration of technology; third, students who are familiar with teacher-centered, highly structured teaching need additional instruction for understanding of the characteristics of the new teaching approach and the new role of teacher and students; and forth, demands for knowledge of subject matter and constructivist approach in teachers-especially elementary school teachers and special education teachers-should be considered and the way teachers can be equipped with the knowledge needs to be incorporated into the design of constructivist learning environment.

국문 초록 (Abstract)

본 논문에서는 행동주의에 뿌리를 둔 교사 주도의 명시적 교수 방법에 의해 대표되는 학습장애학생의 교육에 구성주의가 어떻게 기여하고 있는지를 알아보고자 하였다. 이를 위해 구성주의적 교수-학습 환경의 특성을 알아보고, 특수교육 분야에서 구성주의와 관련된 논의를 고찰 한 후, 학습장애 학생을 위한 구성주의적 교수-학습 적용 사례들을 살펴보았다. 끝으로, 이 사례들의 분석을 통해 학습장애학생을 위한 구성주의적 교수-학습 환경 설계를 위한 시사점을 도출하였다. 첫째, 구성주의적 교수-학습 환경의 틀 속에서 학생의 필요에 따라 개념이나 학습 전략에 대한 직접적이고 명시적인 교수가 사용될 수 있다. 둘째, 구성주의 교수-학습 환경은 테크놀로지와의 결합을 통해 보다 더 강화될 수 있다. 셋째, 구성주의적 교수-학습 환경에서는 교사 주도의 고도로 구조화된 전통적인 수업 방식에 익숙한 학생들에게 이 새로운 교수-학습 방법의 특성과 달라진 교사와 학생의 역할에 대한 이해를 위한 교수가 이루어져야 한다. 넷째, 구성주의적 교수-학습 환경의 구현을 위해 교사-특히, 초등학교 교사나 특수교사의 경우-에게 기대되는 교과 관련 지식과 구성주의적 교수-학습 방법에 관한 지식의 깊이가 현실적인지 고려하고, 교사들이 이러한 지식을 갖출 수 있는 방법들이 수업 모형과 동시에 설계되어야 한다.

참고문헌 (Reference)

1 강인애, "왜 구성주의인가?: 정보화 시대와 학습자 중심의 교육환경" 문음사 1997

2 강인애, "구성주의 연구에 대한 회고와 전망: 국내외 연구동향 비교" 한국교육공학회 22 (22): 105-135, 2006

3 Edelsky, C., "Whole language: What's the difference?" Heinemann 1991

4 Bottge, B., "Weighing the benefits of anchored instruction for students with disabilities in general education classes" 35 : 186-200, 2002

5 Huffman, D., "Using computers to create constructivist learning environments: Impact on pedagogy and student achievement" 22 (22): 153-170, 2003

6 Heward, W. L., "Ten faulty notions about teaching and learning that hinder the effectiveness of special education" 36 (36): 186-205, 2003

7 Bottge, B., "Situating math instruction in rich problem-solving contexts: Effects on adolescents with challenging behaviors" 31 (31): 394-407, 2006

8 Brown, J. S., "Situated cognition and the culture of learning" 18 (18): 32-42, 1989

9 Okolo, C. M., "Preparing future citizens: Technology-supported, project-based learning in the social studies. in: Technology, Curriculum and professional development: Adapting schools to meet the needs of students with disabilities" Corwin Press 47-60, 2001

10 Pea, R. D., "Practices of distributed intelligence and designs for education. in: Distributed cognitions. Psychological and educational considerations" Cambridge University Press 47-87, 1993

11 Poplin, M. S., "Paradigm shifts in instructional strategies: From reductionism to holistic/constructivism. in: Controversial issues confronting special education: Divergent perspectives" Allyn & Bacon 153-179, 1992

12 Heshusius, L., "Paradigm shifts and special education: A response to Ulman and Rosenberg" 52 : 461-465, 1986

13 Salomon, G., "No distribution without individuals' cognition: A dynamic interactional view. in: Distributed cognitions. Psychological and educational considerations" Cambridge University Press 111-138, 1993

14 Englert, C. S., "Making writing strategies and self-talk visible: Cognitive strategy instruction in writing in regular and special education classrooms" 28 : 337-372, 1988

15 Okolo, C. M., "Interactive technologies and social studies instruction for students with mild disabilities. in: Handbook of special education technology research and practice" Knowledge by Design, Inc. 623-641, 2005

16 Leinhardt, G., "Instructional explanations: A common place for teaching and location of contrast. in: Handbook of research on teaching" American Educational Research Association 333-357, 2001

17 Fuchs, D., "Inclusion versus full inclusion. in: Exceptional children: An introduction to special education(6th ed.)" Merrill/Prentice Hall 72-74, 2000

18 Englert, C. S., "I can do it better on the computer: The effects of technology-enabled scaffolding on young writers' composition" 19 (19): 1-15, 2004

19 Kauffman, J. M., "How we prevent the prevention of emotional and behavioral disorders" 65 : 448-468, 1999

20 Poplin, M. S., "Holistic/constructivist principles of the teaching/learning process: Implications for the field of learning disabilities" 21 : 401-416, 1988

21 Simmons, D. C., "Effective strategies for teaching beginning reading. in: Effective teaching strategies that accommodate diverse learners" Merrill/Prentice Hall 53-92, 2002

22 Heshusius, L., "Curriculum-based assessment and direct instruction: Critical reflections on fundamental assumptions" 57 (57): 315-328, 1991

23 Mercer, C. D., "Constructivist math instruction for diverse learners" 11 (11): 147-156, 1996

24 Duffy, T., "Constructivism and the technology of instruction: A conversation" Lawrence Erlbaum Publishing 1992

25 Terhart, E., "Constructivism and teaching: a new paradigm in general didactics?" 35 (35): 25-44, 2003

26 Harris, K. R., "Constructivism and students with special needs: Issues in the classroom" 11 (11): 134-137, 1996

27 Richardson, V., "Constructive pedagogy" 105 (105): 1623-1640, 2003

28 Jonassen, D. H., "Computers in the Classroom: mindtools for critical thinking" Prentice Hall 1996

29 Englert, C. S., "Cognitive tools for writing: Scaffolding the performance of students through technology" 20 (20): 184-198, 2005

30 Pressley, M., "But good strategy instructors are constructivists!" 4 (4): 3-31, 1992

31 Ferretti, R, P., "Authenticity in learning: Multimedia design projects in the social studies for students with disabilities" 29 (29): 450-460, 1996

32 Matthews, M. R., "Appraising constructivism in science and mathematics. in: Constructivism in education" University of Chicago Press 161-192, 2000

33 Bottge, B., "A comparison of two approaches for teaching complex, authentic mathematics problems to adolescents in remedial math classes" 59 (59): 556-566, 1993