• Title/Summary/Keyword: education paradigm

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A Comparative Study of the Trends of Current Science Education and the System Thinking Paradigm (현대 과학교육의 동향과 시스템사고 패러다임의 비교 연구)

  • Kim, Man-Hee;Kim, Beom-Ki
    • Journal of The Korean Association For Science Education
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    • v.22 no.1
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    • pp.64-75
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    • 2002
  • The purposes of this study are to understand the trends of current science education compared with thinking paradigm and to find the direction of reform in holistic view. It is divided into three parts. Firstly, significant trends of science education during the late 20th century were examined. Secondly, the current society was discussed, particularly focused on the thinking paradigm. Thirdly, the science education trends and thinking paradigms were compared. The results are 1) A major goal of contemporary science education is the scientific literacy, for which the constructivist and STS class are introduced, 2) Thinking paradigm is changing from analytics to systemics, and 3) Compared the current science education and system thinking paradigm, they seem consistent in respect of looking for the whole-part relationship.

Open mathematics education and Modelling (열린수학과 모델링)

  • 조완영;권성룡
    • Journal of Educational Research in Mathematics
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    • v.8 no.2
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    • pp.663-677
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    • 1998
  • The development of Science and Technology and the social change require new paradigm in Education. In a traditional paradigm, learners have been regarded as a passive being and knowledge could be transmitted to learner. But within this paradigm, it is difficult to confront the social change and to develop problem solving skills in various context. This results in a new, alternative perspective, Constructive paradigm. As an alternative to the traditional settings, Constructive paradigm emphasizes the learner centered instruction. The reform movement in mathematics education including NCTM's standards revolves around this paradigm and the open education movement in our educational system is based on it. Open education values learner's interest, autonomy and internal motivation in learning. However, open education has been misunderstood by most of the teachers. It should be understood as the change of paradigm. In this study, as a way of helping students connect mathematics to their everyday lives and construct meaningful mathematical knowledge and concept, mathematical modelling is suggested. It consists of posing and specifying the real problem, formulation and constructing a mathematical model, analyzing and solving a mathematical problem. interpreting the solution and comparing with reality and communicating results. In this process, technology like computer can be a powerful tool. It can help students explore various problems more easily and concretely.

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A Study on the Theoretical Background of Performance Assessment in Mathematics Education (수학과 수행평가의 이론적 기저에 관한 연구)

  • 이대현
    • The Mathematical Education
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    • v.40 no.1
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    • pp.67-75
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    • 2001
  • Since performance assessment was introduced in Korea in the middle of 1990, many problems which include its definition, characters, methods and scorings etc., raised in mathematics education worlds. Therefore this paper presents the theoretical background of performance assessment in mathematics education. Contemporary teaching and loaming theories reject stimulus-response theory which emphasizes outcome. Performance assessment emphasizes the assessment which reveal learning process and various strategies. And it bases on constructivism and socio-cultural perspective. This paper presents paradigms which guide the roles and purposes of assessment. The paradigms include conventional paradigm, constructivist paradigm and critical paradigm. There is a close correlation between constructivist paradigm and performance assessment. Assessment has to grasp the development of present and the possibility of development of future of the students. Performance assessment must be fixed the new paradigm of education for this purpose.

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A System Dynamics Approach to shift the paradigm to be highly educated person (고학력 지향 패러다임의 전환을 위한 시스템 다이내믹스적 접근)

  • Kim, Do-Hoon;Hong, Young-Kyo
    • Korean System Dynamics Review
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    • v.11 no.4
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    • pp.97-115
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    • 2010
  • 'JOBLESS GROWTH' is a word to explain the world's common problem of unemployment. But, 'highly educated youth unemployment' is the unique condition that Korea society is facing. In this paper, we determine the cause of the problem with causal loop diagram and reach the conclusion. It is the paradigm to be highly educated person and that paradigm became permanent after the Korean War. People think that only highly educated person can bring wealth and honor, so they spend much money for their children's private education to enter university. Though young people receive bachelor's degree, they spend much money to get job. To solve these problems, this paper suggest three solutions. The first is to shift the paradigm to be highly educated person. The second is to expand the opportunities of public education as education system of Finland. And the third is to support the youth aptitude.

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A Historical Study on the Paradigm Shift of Environment Subject Curriculum in Korea (한국 환경과 교육 과정의 패러다임 변화에 대한 역사적 고찰)

  • Lee, Soon-Chul;Choi, Don-Hyung
    • Hwankyungkyoyuk
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    • v.23 no.1
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    • pp.27-35
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    • 2010
  • The purpose of this study is to find historical paradigm shift of the environmental subject in Korean school curriculum. For the purpose, two research questions guided this study. First, we would like to find out the changes in environmental education curriculum by interpreting the Korean national curriculum. Second, we want to know about the paradigm shift of environment education in Korea. In this study, curriculum documents, teachers' guide books, textbooks, and other educational materials were used for literature review. The results are as follows: First, Robottom and Hart's frame of three paradigms in environmental education research, positivism, interpretivism and social criticism, was suitable in interpreting curriculum. Second, the curriculum of environment subject has substantially changed from 6th to 2007 revised curriculum. Third, while the 6th curriculum was strongly affected by the positivism and education 'about' the environment, the 7th curriculum had been influenced by the interpretivism and education 'in/through' the environment, and the 2007 revised curriculum is under the influence of the education 'for' the environment and social critical paradigm.

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An Investigation on Characteristics of Program Evaluation Model according to Research Paradigm (연구 패러다임에 따른 프로그램 평가모형의 특징 고찰)

  • Hong, Jeong-Whan;WON, Hyo-Heon
    • Journal of Fisheries and Marine Sciences Education
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    • v.29 no.3
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    • pp.941-951
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    • 2017
  • The purpose of this study is to investigate the characteristics of the research paradigm and to explore the characteristics and limitations of the representative evaluation models belonging to each paradigm. The research paradigm is Positivism, Interpretivism, Critical Theory, and Postmodernism. The evaluation models that represent each paradigm include Objective-oriented evaluation model, Forth generation evaluation model, Empowerment evaluation model, Connoisseurship & Criticism model. The characteristics of each evaluation model reflects the characteristics of their own research paradigm.

Technology as Instruments and the Change of Paradigm in Mathematics Learning (Instrument로서의 테크놀로지와 수학 학습 패러다임의 변화)

  • Kim, Boo-Yoon;Lee, Ji-Sung
    • The Mathematical Education
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    • v.47 no.3
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    • pp.261-271
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    • 2008
  • First, we have reviewed the concepts of technology as tools, artefacts, and instruments and then introduced constructivism, mathematical communication, and anthropological views on the technology as instruments. Next, this study has supported the anthropological studies considering the facts that learners develop instrumented schemes in the interactions among learners, tools, and mathematical knowledge, and has discussed the change of paradigm. Finally, we have argued that curriculum, epistemology, and relevant studies should be changed to the new paradigm, and then we have discussed that the change of paradigm should be established on the nature, the purpose, the contents, and the assessment in mathematics learning and the role of teachers.

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Towards a Paradigm Shift in Social Environmental Education: From the Deep Ecological Perspective (사회환경교육의 새로운 패러다임 모색: 심층생태론의 관점에서)

  • 정수복
    • Hwankyungkyoyuk
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    • v.14 no.1
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    • pp.92-106
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    • 2001
  • The main goal of this paper is to suggest a new path to new ecological paradigm in social environmental education. The old paradigm of environmental education consists of two elements. The first element is emphasis on the seriousness and urgency of environmental problems while the second one is the presentation of concrete action programs as solutions of environmental problems. The missing point of this paradigm is the internal process of meaning construction of actors. Any kind of social action must be based on the meaning which the actors gives to their own action. Becoming an environmentally conscious actor, therefore, actor himself needs to interpret the world from the new perspective. In this paper, we call the change of worldview in the deepest sense 'conversion'. Ecological conversion means shift from anthropocentrism to ecocentrism. In the following sections, main characteristics of ecological world view are specified and some examples of ecological confessions which reveal ecological world view are presented. In this last section, 7 ways of lifestyle change which can facilitate ecological conversion are suggested: 1) trying to be alone for a while everyday; 2) making peaceful state of mind; 3) sharpening the 'green sensitivity'; 4) creating slow way of life; 5) choosing voluntary simplicity; 6)raising spirituality; 7) practicing sharing and caring. Social environmental education in the new ecological paradigm could be considered as a starting point towards a civilizational shift from the dominant materialist civilization to the post-material ecological civilization.

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The Analysis of Present Condition and Utilization Planning of Closed School in Chungbuk Province (충북(忠北) 미활용(未活用) 폐교(閉校)의 실태(實態)와 활용방안(活用方案)에 대한 조사연구(調査硏究))

  • Jung, Jinju;Park, Seungryeol;Kim, Seunggeun;Choi, Hyoseung
    • Journal of the Korean Institute of Rural Architecture
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    • v.2 no.2
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    • pp.23-34
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    • 2000
  • Many primary schools that have been an important role in the community at the same time local important facility not only local area but also all area in Korea have shown a situation for closing and into grating a school because of a social and political measure. The education policy for man power training and closing policy for small scale school not more than 100 students can't role in the rural development policy, coming farming and fishing villages. The reasons for thinking some application paradigm and closing schools have been important role in the point of education and culture parts. Of course, the application paradigm for closing school facility will get accomplished for a mood of local residents and a point of cultural deference, not keeping up unconditionally for closing a school. For accomplishing versatile purposes, initiative role of the organs of local education is very important. The organs of local education have an application paradigm that closing schools are the facilities for local organs of education will plan some specific facility to be matched for local special quality and connection quality of surrounding facility and environment. Before an application paradigm of closing school, it is very important that a fundamental factor for negligence the facility will be solved. Eventually, the organs of education have a plan for technical study of this paradigm and consider keeping and mending of closing facility, rent the facility for payment or not they want, and confer money problem not an unconditional scale.

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Paradigm and Pan-paradigm in Mathematics and Architecture (수학과 건축의 패러다임과 범 패러다임)

  • Kye, Young Hee
    • Communications of Mathematical Education
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    • v.27 no.2
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    • pp.165-177
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    • 2013
  • Mathematics teaching is often more effective when teachers connect the contents of mathematics with history, culture, and social events. In the history of mathematics, the 'paradigm' theory from Thomas Kuhn's scientific revolution is very effective to explain the revolutionary process of development in mathematics, and his theory has been widely quoted in the history of science and economics. However, it has not been appropriate to use his theory in the other fields. This is due to the fact that the scope of Kuhn's paradigm theory is limited to mathematics and science. In this study, this researcher introduced pan-paradigm as a general concept that encompasses all, since through any relation in the field of mathematics and architecture, Thomas Kuhn's theory of paradigm does not explain the phenomena. That is, at the root of various cultures there exist always a 'collective unconsciousness' and 'demands of the times,' and these two factors by synergism form values and controlling principles common to various parts of the culture, and this synergism leads the cultural activities, the process of which is a phenomenon called pan-paradigm.