2015 Volume 16 Pages 1-10
This paper uses a constructivist evaluation model in order to ascertain the forms of learning among children in order to theoretically clarify their social recognition formation process. This process has received attention in one branch of social studies research that holds that the quantitative acquisition of factual knowledge is the primary goal. A social studies class was conducted based on this viewpoint. A test was then administered to measure the extent to which students had acquired and could reproduce actual knowledge. The scores varied widely and could be divided into four levels: upper level (81 to 100 points), mid level 1 (61-80 points), mid level 2 (41 to 60 points), and lower level (0 to 40 points). One student was selected from each level. The recognition formation process of each student was examined and the reasons for the differences in scores were analyzed using a constructivist evaluation model. The analysis revealed that motivating students during the process of acquisition and reproduction of knowledge led to quantitative differences in the acquisition of factual knowledge. Accordingly, measures for strengthening motivation and learning strategies were investigated.
