구성주의적 실습 계획을 반영한 실과 학습모형의 구안과 적용효과

Design and Effects of Learning Model of Practical Arts Reflecting Constructivism-based Plan of Practice

The purpose of this study discuss and determine the applicability of constructionism to practical arts course instructions by designing a learning model which represents constructionism-based plans of practical arts course focusing on the section of our life and electricity and electronics belonging to the part of life technology under the 7th National Curriculum of Practical Education and by preparing a draft of the course instruction which reflects such model. For the purpose, this researcher reviewed previous literature regarding theory and effects of constructionism and examined characteristics existing teaching-learning methods of the course, thereon checking wether the theory is applicable to such teaching-learning methods. Then the researcher designed a learning model containing the philosophical idea-based plans of practice and prepared a draft of practical arts instruction on the basis of the model. Effects of constructionism on the instruction were verified in such way that out of 7 classes of 5th grade at H elementary school Busan, two, deemed as characteristically similar, were selected and their 68 students were classified into the experimental and comparative groups. First, in the test of cognition level in relation to the section titled 「our life and electricity and electronics」, this indicates that the former group with the constructionism-based learning model had better academic accomplishments related to practical cognition than the other with not. Second, in the test of functionality level in accordance with the same section, clearly suggesting that the former group whose learning model was based on constructionism had better academic accomplishments in relation to practical functionality than the other group whose learning model was not. Third, in the test of definition level, this indicates that the former group with the constructionism-based learning model were more effective in making academic accomplishments in terms of practical definition than the latter to which not the constructionism-based but a general learning model was applied. Consequently, practical arts course instruction under a learning model based on constructionism is more effective in promoting students’ academic accomplishments.