상황주의 교수설계론: 실천의 관점에서의 재고 = When Learning by Practice Could Be Situated Learning: Exploring Implications for Contextual Instructional Design

다국어 초록 (Multilingual Abstract)

This study intends to suggest a different approach for the design of education under a situational paradigm. Many educational designs under such programs still tend to approach the world in terms of irreducible dualisms between actor/system, social/material, body/mind, theory/action, and visible/invisible. In order to resolve this problem, this study introduces a practice-based approach to bring the situatedness of learning and instruction into view. The study of situated practices is expected to respond to the need for a better understanding of the differences between prescribed models and real practice. First, “context” can be viewed as the objects of direct actions.Knowledge in use, and learning by practice, proceed in unmediated perception and action with emotional interaction, in which practice makes the setting visible and hearable, and thereby accountable. This requires a different way of designing knowledge in use and learning by practice,while it reconsiders learning by doing. Second, context can be viewed as non-linear temporal sequences that inquire about relevancies between the current and the next situation. In the procedure of work, step-by-step inference and practical actions have demonstrated ad hoc inference and practical actions. Taking situational properties into consideration, problems and solutions are the characteristics of puzzle formation and its dissolution, in that a problem and its solution are occasionally negotiated and determined in situ. The problem formation and its dissolution are negotiated and improvised in a turn-by-turn procedure by emerging the situation in which the next inference finds its way; a turn-by-turn procedure provides a local environment.

참고문헌 (Reference)

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3 강완, "소크라테스 대화법의 이해와 활용" 서울교육대학교 과학교육연구소 22 : 87-110, 1996

4 김정란, "상황학습 이론에 근거한 국어과 수업설계 방안" 국어교육학회 (34) : 239-266, 2009

5 유욱희, "상황학습 기반 수업이 초등학생의 수학 학습에 미치는 영향" 대한수학교육학회 16 (16): 633-657, 2014

6 손민호, "민속방법론" 학지사 2014

7 김우창, "깊은 마음의 생태학" 김영사 2014

8 박경선, "교수-학습 환경에서의 맥락설계 원리 및 모형 개발 연구" 한국교육정보미디어학회 17 (17): 1-37, 2011

9 이정모, "‘체화된 인지(Embodied Cognition)’ 접근이 학문간 융합에 주는 시사. -철학, 인문사회과학, 인지과학, 미래 테크놀로지의 수렴. 미간행원고"