지식구성의 특정 영역적 관점에서 본 영유아기 생물이론 발달에 대한 논의 = Discussion about Construction of Biological Theory of Young Children in Domain-specific Approach of Knowledge Construction

국문 초록 (Abstract)

영유아가 세상을 이해하는 데 기본이 되는 틀로 물리이론, 마음이론, 생물이론의 세 핵심이론이 있다. 이 가운데 생물이론의 세 핵심이론이 있다. 이 가운데 생물이론의 영유아기 구성에 대해서는 부정적인 시각이 없지 않았다. 논리의 발달을 개념구성의 전제조건으로 여겼던 전통적인 관점 때문이었다. 그러나 ‘공룡’과 같은 몇몇 특정 영역에서의 지식구성이 말해주듯 이들은 일상에서 경험하는 생물학적 대상이나 현상에 대해 나름의 개념을 구성하고 있으며, 이를 토대로 세상을 이해해 간다. 지식구성의 특정 영역적 관점은 이처럼 전통적인 관점이 설명하지 못했던 생물분야에서의 영유아의 개념상승 현상을 설명해 준다. 이들은 인지구조의 발달 외에도 사회문화적 맥락, 언어 이해력, 관심, 사전경험과 이로 인해 구축된 지식구성의 정도가 생물이론의 구성에 영향을 미친다는 사실을 발견하였다. 생물이론 구성 시기에 대해서는 다양한 주장이 존재하나, 대체로 만 4세를 기점으로 구성된다고 보고 있다. 영유아기의 생물개념구성에 대한 탐구는 인식론적 관점에서 지식구성자로서의 영유아의 능력을 발견했다는 점과 이를 교육적으로 활용할 수 있다는 점에서 의미를 갖는다. 생물이론가로서의 영유아의 재발견은 이들에게 맞는 생물교육을 제공할 수 있게 하며, 이 과정에서 제공된 추론을 비롯한 다양한 교수학습법의 적용으로 우리 사회가 필요로 하는 사고하는 인재를 육성한다는 점에서도 의미를 갖는다.

다국어 초록 (Multilingual Abstract)

The present article discusses about construction of biological concept of young children. Children have physic theory, theory of mind, and biology theory, and these theories are framework that children to see and understand the world. But discussion about construction of biology theory in early childhood have not discussed enough by influence of traditional viewpoint of cognitive development. Recently an increasing number of scholars who are called that it is domain-specific approach the field of cognitive development have argued that important understanding of these domains develop early in life. They assumes that the process of construction of knowledge is facilitated under a variety of domain-specific constraint(i.e., internal cognitive constraints and social constraints).
This study investigate knowledge construct of domain-specific approach, and will search concept that early childhood compose concept about their body, heredity, thinking of animism, and illness. Many researchers reported that children of ages 4 have understanding of biological conception. Since the domain-specific of development pays much attention to socio-lcultural constraints that can be controlled by educators. it suggests using these constraints as instructional strategies to affect processes of children's knowledge construction. This leads to a implications for early science education. Since domain specific approach of concept construction assumes that children acquire knowledges easily and rapidly when innate or early constraints works, it suggests that we may start biological education at earlier ages. This it is recommended that educators seriously consider the possibility of starting biological education.

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