지리교육에서 스토리텔링의 활용방안에 관한 연구 = Study on Application Plan of Storytelling in Geography Education

다국어 초록 (Multilingual Abstract)

This study, based on the previous studies, investigated the general characteristics of storytelling, the relationships between the storytelling and education, furthermore, found the meanings and the roles of storytelling in geography education. Storytelling has four main characteristics in geography education. The first characteristic of storytelling is the learning of place through storytelling. Geography education emphasizes on space and location understood as human living environment. Storytelling can be used to change general, abstract, and uniformed space into subjective, concrete, and realistic space. Storytelling is a process of sharing students' own experiences, historical stories, legends, myths, or other's experiences. Through the storytelling process, they can analyze the characteristics of place related to human and space. Second, storytelling helps students develop their emotion. Geographic story related to place consists of events involved with human and chronological order. Storytelling is useful not only to teach just current situation and facts. But, storytelling helps students develop their interest, increase their imagination and furthermore, experience similar emotions. From the perspective of teachers, the third characteristic of storytelling is to create pedagogical content knowledge. In a global context, storytelling is a design starting from making a story board and ph tning overall class processes. That is, the success of instruction depends on how teachers ph t the class. However, in a specific context, storytelling is a teaching strategy and a certain instruction step to tell a story related to instruction contents. To del str a certain concept or theory in a more effective and understandable way, teachers make a l a mn a various and interesting story rather than simply provide textbook contents. The last characteristic of storytelling is to encourage students to develop their meta-cognition. Storytelling is a method to create a story chronologically with human feeling, behaviors, and experiences. Unlike previous instruction methods to tell a series of a story, storytelling makes an environment where students can listen a story, criticize the story based on their background knowledge, develop new thinking, and construct an advanced thinking skill which is called meta-cognition. Students can analyze causes and effects and summarize illustrated events in the story. These activities can be considered to be meta-cognition.

목차 (Table of Contents)

• Ⅰ. 서 론
• 1. 연구의 필요성 및 목적
• 2. 연구 내용 및 방법
• Ⅱ. 왜 스토리텔링인가?
• 1. 스토리와 스토리텔링의 개념
• 2. 스토리텔링의 의의와 역사
• 3. 스토리텔링의 활용분야 및 범위
• Ⅲ. 스토리텔링과 교육의 관계
• 1. 내러티브 인식론과 스토리텔링
• 2. 구성주의 학습관과 스토리텔링
• 3. 교과교육에서 스토리텔링의 연구 동향
• Ⅳ. 스토리텔링을 활용한 장소 학습
• 1. 장소 학습과 스토리텔링
• 2. 감성(emotion) 개발과 스토리텔링
• Ⅴ. 지리 교수 전략으로서 스토리텔링
• 1. 교수내용지식(PCK)으로서 스토리텔링
• 2. 메타인지 전략으로서 스토리텔링
• Ⅵ. 요약 및 결론
• [참고문헌]
• [ABSTRACT]