A n Instructional De sign and Implementation by PBL: A Case Study of Social Studies in an Elementary School Class room

Kang, In Ae; Kim, Seon Ja

doi:10.17232/kset.14.3.1

Cited by 5 publications

(2 citation statements)

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“…Later, even when several articles in the mid 1990s addressed constructivist epistemology (Kang, 1995a;Kang, 1995b;Choi, 1998;Lee, 1996;You, 1994), most research articles and studies have rushed into actual practice of the constructivist approaches in the classroom or other educational settings (Lee, 1994;Lee, 1996;Choi, 1996;etc.). A higher priority before a firm understanding and discussion on the epistemological or philosophical aspects of constructivism is given to constructivist learning models such as 'Situated Learning' (Choi, 1996), 'Goal-based Scenario' (Lee, 1996), 'Problem Solving Scenario' (Lim, 1998), 'Project based Learning' (Jo, 1999) and 'ProblemBased Learning' (Kang & Kim, 1998;Lee, 1997).…”

Section: Korean Research Trends: a Greater Focus On Practiceoriented mentioning

confidence: 99%

Constructivist research in educational technology: A retrospective view and future prospects

Inae

Choi

Chang

2007

Asia Pacific Educ. Rev.

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Along with a socially urgent impetus for revolutionary reform of an educational environment appropriate to the 21st century society, constructivism is highlighted in various fields related to education as an alternative educational ideology and approach. Despite its radical shift from traditional learning environments, and the diverse interpretation and understanding among scholars on the nature of constructivism, constructivism surely has brought out meaningful changes and developments in understanding how people learn. In light of this context, the present study aims to retrospectively review the last decade of constructivism, which will be followed by a brief prospective on its future in the next decade, simultaneously taking into account expectations as to how constructivism can stand firm as a theoretical basis for the digital age.

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Section: Korean Research Trends: a Greater Focus On Practiceoriented mentioning

confidence: 99%

Constructivist research in educational technology: A retrospective view and future prospects

Inae

Choi

Chang

2007

Asia Pacific Educ. Rev.

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“…이러한 사회적 흐름 속에서 학생들은 자신에게 알맞은 정보를 선택하고, 이를 적절하게 활용할 수 있는 능력이 필요하 다 (Kang & Kim, 1998;Song & Park, 2000). 이에 학습자 중심의 교수-학습 환경이 중요시되면서 최근 학습자의 능동성을 강조하는 자기조 절학습에 대한 관심이 높아지고 있다.…”

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An Analysis of Structural Relationship Among the Attitude Toward Science, Science Motivation, Self-Regulated Learning Strategy, and Science Achievement in Middle School Students

Lee¹,

Chung²

2014

Journal of The Korean Association For Research In Science Educa

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The purpose of this study is to investigate the structural relationships among the attitude toward science and science motivation such as affective characteristics, and self-regulated learning strategy such as cognitive factor of science achievement. 853 middle school students residing in Seoul completed questionnaires about attitude toward science, science motivation, and self-regulated learning strategy. The sample variance-covariance matrix was analysed using AMOS 20.0, and a maximum likelihood minimization function. The results are as follows: First, attitude toward science, science motivation and self-regulated learning strategy of middle school students were all found to have a significant direct effect on science achievement. Second, attitude toward science and science motivation in middle school students has a direct effect on the self-regulated learning strategy. Third, attitude toward science in middle school students has a substantial indirect effect on science achievement mediated by their self-regulated learning strategy. Forth, science motivation in middle school students has indirect effect on science achievement mediated by their self-regulated learning strategy. Therefore, in order to improve science achievement among middle school students, teachers should consider synthetically the affective characteristics such as attitude toward science and science motivation, and cognitive factor such as self-regulated learning strategy. Keywords:attitude toward science, science motivation, self-regulated learning strategy, science achievement (Glynn et al., 2007). 학습동기는 그 자체가 교육의 목표일뿐만 아니라 학업성취를 촉진하는 수단이 된다 (Jeong, 1996). 특히, 과학 과목에서는 이해하기 어려운 개념과 과학 원리 등을 다루므로 동기가

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Development and Implementation of Science and Technology Ethics Education Program for Prospective Science Teachers

Rhee

Choi

2013

Sci & Educ

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A n Instructional De sign and Implementation by PBL: A Case Study of Social Studies in an Elementary School Class room

Cited by 5 publications

References 0 publications

Constructivist research in educational technology: A retrospective view and future prospects

Constructivist research in educational technology: A retrospective view and future prospects

An Analysis of Structural Relationship Among the Attitude Toward Science, Science Motivation, Self-Regulated Learning Strategy, and Science Achievement in Middle School Students

Development and Implementation of Science and Technology Ethics Education Program for Prospective Science Teachers

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