구성주의 교수-학습 원리에 따른 지리 수업 및 평가 - Bruner의 탐구 학습에 대한 비판적 재고찰 -

The main purpose of this work is to investigate the theoretical and practical relationship between geography education in contemporary Korea and Constructivism as one of the learning and instruction principles. Geography education needs in its nature a complex and dynamic under - standing of the space we live. It is by the epistemological trait of the Constructivism that we can identify clearly and learn effectively the complex and dynamics of geography education.

The epitemological trait is illustrated by interpreting the meaning of 'construct' used by Piaget and Vygotsky. In this work, I suggest the mechanism of construction compared with inquiry. The class is organized as an open system by which learners can develop their own reasoning process volunteerly. The experimental classes were devised by the question how we can demarcate rural and urban areas.

The result of the experiments confirms the argument that the Constructivism plays a positive role in increasing the geographic cognizance. But the result tells nothing about the effectiveness and efficiency of the Constructivism when it is applied to the geography education. Rather, the implications and findings, and even additional problems found by the experiments show that the feasibility of combination between geography education and Constructivism depends not only on the theoretical linkage but also on how we actually organize and operate the class with the crucial credo of Constructivism.