교과내용으로서의 실천적 지식에 대한 이해와 오해 - 과학과 실험 수업의 경우의 관점의 시사 - = Understandings and misunderstandings of practical knowledge as school knowledge - A reconsideration of demonstration of lessons in science classrooms -

다국어 초록 (Multilingual Abstract)

Teaching of practical knowledge is one of the most enduring claims for the authentic teaching method, and for teachers it remains as a practical matter of classroom lessons. The practical matter for teachers has to do with decision-making in the course of instruction concerning when the teaching for authentic learning would be. While educational studies have been comprehending practical knowledge that should be identified as the contents of school subjects, they find their pedagogical suggestions of practical knowledge as coherently supported repertoire for educational reform. This study pursues such problematic in demonstrations in science classroom lessons. In the science education field, an emphasis on the teaching of procedural knowledge brings into fore a mode of inquiry style learning, which has been supported by various theoretical backgrounds. While such a style of teaching has been coherently recommended in various forms of teaching model on the one hand, one the other hand a question which reflects a difficulty in implementing such a style of teaching seems to be never dismissed. One of the dissolutions of such a puzzle is to reconsider the social dimension of classroom lessons. When we take the social dimension in which classroom lessons are demonstrated into consideration, we can find a different view of teaching of inquiry learning. This study begins by closely examining the nature of the demonstration of lessons, which shows that the demonstration is not a demonstration of inquiry in which students watch and await unexpected outcomes, but a demonstration of lessons in which its interactional production shapes what participants see, talk about, hear, and thus what they do next. For the teacher, the task is to keep attuning what happens into what is supposed to teach. For students, the task is to find a coherence between what happens and what has been expected. Such a task is not so much discovery of conceptual principle nor objective phenomena as a discovery of the next step in the course of practical actions. Such a procedure of interactional production works as curriculum activity for teacher and students alike. The close description of the field shows the teaching of learning by doing in the mundane classroom practices.