배움공동체와의 비교를 통한 철학적 탐구공동체 교육방법론 개선 방안

오창진(Chang Jin Oh),김회용(Hoy Yong Kim) 한독교육학회 2010 교육의 이론과 실천 Vol.15 No.3

본 연구는 아동의 인지적 발달과 공동체 활동 모두에 효과적인 립맨의 탐구공동체 프로그램을 개선하기 위한 방안을 모색하였다. 립맨 탐구공동체의 강점과 단점을 명료히 하기 위해 이 이론의 이론적 전제인 콜버그와 리코나의 도덕교육론을 고찰하여, 탐구공동체의 의미와 성격을 명료히 하였다. 립맨 탐구공동체의 한계점을 보완하고, 개선하기 위해 연구자들은 최근 한국의 교육혁신에 의미 있는 기여를 하고 있는 사또 마나부의 배움의 공동체에 주목하였다. 탐구공동체와 배움의 공동체는 비고츠키 이론을 심리학적 배경으로 하고 있었으며, 교사의 전문적 역량을 강조하는 면에서 공통점이 있었다. 반면, 교사 연수와 교재에서는 뚜렷한 차이가 발견되었다. 배움공동체에서 강조하는 교사들의 수업연구회 조직, 학교의 조직개편, 지역과의 연계 지도 등은 교재에 기반한 추론식 수업을 강조하는 탐구공동체 수업에 접목될 필요가 있었다. The purposes of this study was to improve the community of the philosophical inquiry proposed by Matthew Lipman. The teaching method of this program is based on the conversational method - Socratic dialogue and the community of inquiry. Kohlberg s justice community serves as a mean to attain person s moral development. Lickona s moral community critiques autonomous moral judgment and emphasizes moral education. But in Lipman s community of inquiry, person s autonomous judgment and community are related organically. Psycho and theoretical framework of his philosophy for children is based on Vygotsky. Sato Manabu s learning community is based on the constructivism by Vygotsky. Sato Manabu s learning community serves as a method for improving autonomy of individual and communitarian education. Sato manabu s learning community was based on the dialogue such as Lipman s dialogue. There are some limitation in Lipman s community of inquiry. First, his thought is based on the importance of the logical reason of rationality. Second, the community doesn t have questions related with social implications. If we want to overcome limitation of Lipman s philosophy for children, Sato manabu s learning community could be an alternative to our education. To this end, we should introduce the teacher s community into Lipman s community of inquiry such as Sato Manabu s study groups made by teachers spontaneously. And the link with local communities to foster autonomous citizenship education is needed.

연구논문 : 놀이를 통한 윤리적 탐구공동체 형성 방안

이호중 ( Ho Joong Lee ) 한국윤리교육학회 2005 윤리교육연구 Vol.0 No.8

본 논문은 한국의 인문계 고등학교 도덕과 수업에서 윤리적 탐구공동체를 형성할 수 있는 방안을 제시하는 것을 목적으로 한다. 윤리적 탐구공동체가 덕목 중심의 도덕과 교육과 비반성적인 교육제도가 갖는 여러 가지 문제들에 대한 하나의 대안임에도 불구하고 현재 인문계 고등학교의 도덕과 수업에 들여오는 데는 여러 가지 한계가 있다. 필자는 이런 한계 중에서 가장 심각한 것으로 입시 위주의 교육이 낳은 경쟁적 분위기라고 본다. 이 수업의 특성상 기본적인 탐구공동체를 형성하는 것이 수업의 승패를 좌우하는데 이 문제를 해결하지 않고서는 제대로 된 탐구를 할 수 없다고 본다이런 문제의 해결은 놀이를 통해서 접근함으로써 하나의 대안이 될 수 있다. 놀이의 특성 중에서 재미와 자발성, 공동체성과 같은 요소는 윤리적 탐구공동체를 형성하는 데 유의미적으로 기여할 수 있다. 또한, 놀이 속에 포함된 규칙이나 도전적 속성들은 윤리적 탐구공동체 자체의 탐구 목표와도 연결될 수 있다. 이에 적합한 놀이의 성격은 윤리적 탐구공동체 형성에 기여할 것, 수업의 전체 흐름을 해치지 않는 작은 놀이 위주일 것, 놀이 속에 윤리적 탐구공동체의 고차적 사고 기술이 통합적으로 포함될 것, 단순한 놀이에서 복잡한 추론이나 문제해결 능력을 키우는 놀이로 발전시켜 나갈 것 등이다. 그리고 그러한 성격에 맞는 놀이를 만드는 방법과 수업의 시기에 따라 활용될 수 있는 모델을 제시하였다. The present study purposed to propose a method to build ethical community of inquiry at moral subject class in Korean academic high school. Although ethical community of inquiry is an alternative for various problems in moral education focused on moral principles and non-reflective education system, the current moral subject class in academic high school has several limitations in introducing ethical community of inquiry. The present author understands that the most serious limitation is competitive atmosphere resulting from education focused on the entrance examination. Because of its characteristic, the success of the class basically depends on the organization of inquiry community. Thus without solving the problem related to competitive atmosphere, we cannot expect adequate inquiry activities. In solving the problem, an approach through play can be an alterative. Factors of play such as interest, spontaneity and community may contribute to the formation of ethical community of inquiry. In addition, rules and challengingness inherent in play may be associated with the goals of inquiry of the community. Plays suitable for this need to contribute to the formation of ethical community of inquiry, to be small so that they do not interrupt the overall flow of class, and to be developed from simple ones to complicated ones that develop abilities in reasoning and problem solving. In addition, this study proposed a method of designing plays that meet these requirements and a model to be utilized according to the time of class.

“탐구공동체”의 과학 교육적 함의에 대한 이론적 고찰 : “과학 교실 탐구공동체”를 향해서

정용재 ( Yong Jae Joung ) 한국과학교육학회 2014 한국과학교육학회지 Vol.34 No.3

The purpose of this study is to investigate theoretically the meaning and features of the Community of Inquiry (COI) vased on the views of Peirce and Dewey, and to explore the implications of Col in science education. The meaning and features of Col are;(a) inquiry in Col is initiated with faithful doubt: (b) inquiry in Col finishes with faithful belief: (c) inquiry in Col attemots to find out the best explanation and solution regarding the practical effects of objects:(d) as an ideal community, Col is required to be one that inquires continuously without definite limits: (c) as an actual community, Col requires its members` open commuication to find the best explanatio nand solution.Based on these features of Col, the Community of Inquiry in Science Classroom(CoL-Sc)."the classroom community for the purpose of transforming the state of faithful doubt into the state of fainthful belief, in relation to natural phencomena or objects, and where the members share objectives as partjcipants continuously attempt to find out the best explanation and solution by open communication, considcring fallibility abd the practical effects of objccts", was suggested. The condition for implementation of the Col-SC,"``interesl``,``openness``,``rigor``,``fallibilism``,``participation``,``inquiry without definite limits``", were also suggested. Finally. several suggestions for the science curriculum were given.

Exploring teacher inquiry through a teacher research community:Inquiry as stance and multicultural education as inquiry

김종훈 한국교육개발원 2018 KEDI Journal of Educational Policy Vol.15 No.2

This study examines teachers’ collaborative inquiry as a professional development intervention to develop and implement a multicultural education program based on Cochran-Smith and Lytle’s concept of inquiry as stance. Through such an examination, this case study investigates how teacher inquiry is actualized, what strategies are engaged to teacher inquiry, and what impacts of teacher inquiry work for their teaching practice. The findings of the study reveal how inquiry as stance acts as a framework for understanding teacher inquiry and collaboration. Furthermore, this study expands these findings to offer evidence of teacher inquiry regarding the four facets of inquiry as stance: knowledge, practice, communities, and purpose.

Exploring teacher inquiry through a teacher research community: Inquiry as stance and multicultural education as inquiry

Jonghun Kim 한국교육개발원 2018 KEDI Journal of Educational Policy Vol.15 No.2

This study examines teachers’ collaborative inquiry as a professional development intervention to develop and implement a multicultural education program based on Cochran-Smith and Lytle’s concept of inquiry as stance. Through such an examination, this case study investigates how teacher inquiry is actualized, what strategies are engaged to teacher inquiry, and what impacts of teacher inquiry work for their teaching practice. The findings of the study reveal how inquiry as stance acts as a framework for understanding teacher inquiry and collaboration. Furthermore, this study expands these findings to offer evidence of teacher inquiry regarding the four facets of inquiry as stance: knowledge, practice, communities, and purpose.

교사학습공동체 활동을 한 초임중등과학교사의 과학 탐구에 대한 이해

김유림,최애란 한국과학교육학회 2019 한국과학교육학회지 Vol.39 No.2

Despite the continuing emphasis on the importance of scientific inquiry, research studies have commented that authentic scientific inquiry is not implemented in school science classroom due to a lack of understanding of scientific inquiry by the teacher. The purpose of this study is to investigate understanding of scientific inquiry developed by beginning teachers through open-ended questionnaire and semi-structured interview. They voluntarily set up the goal of inquiry-based classes, planned inquiry-based classes, shared and reflected their teaching experience in professional learning community for more than a year. It appeared that participant teachers understood scientific inquiry as ‘what scientists do’, ‘process how students do science’ and ‘science teaching methods.’ All teacher participants described scientific inquiry as ‘what scientists do’, and understood ‘the process of doing scientific investigation to solve problems related to natural phenomenon’ and ‘the process of constructing scientific knowledge using scientific practice.’ Two participant teachers seemed to understand scientific inquiry as a ‘teaching method’ based on the understanding of the process how scientists or students do science. Participant teachers had a limited understanding of scientific inquiry that it is the same as laboratory works or hands-on activities prior to engaging the professional learning community, but they developed an understanding of scientific inquiry that there are various ways to conduct scientific inquiry after engaging in professional learning community. 과학 교육에서는 탐구 중심 과학 수업의 중요성이 지속적으로 강조 되어 왔다. 그럼에도 불구하고 교사들의 과학 탐구에 대한 이해가 부족하여 교육 현장에서 과학 탐구 수업이 그 의미대로 실행되지 못하고 있다고 여러 선행 연구에서 언급되어 왔다. 이에 본 연구에서는 교사학습공동체에서 과학 탐구 수업이라는 공동의 목표를 자발적으로 설정하고 1년 이상 과학 탐구 수업 계획, 실행 경험 공유, 반성을 함께 한 5명의 교사들을 대상으로 과학 탐구에 대해 어떠한 이해를 갖고 있는지, 과학 탐구에 대한 이해가 어떻게 변화되었다고 인식하는 지를 개방형 설문과 개별 면담 자료를 통해 알아보는 것을 목적으로 하였다. 본 연구의 모든 교사들은 과학 탐구를 ‘과학자가 하는 일’로 설명하였으며 구체적으로는 ‘자연 현상에 대한 궁금증을 과학적 탐구 기능을 수행하여 해결하는 과정’, ‘과학 실천을 하여 과학 지식을 구성하는 과정’으로 이해하고 있었다. 또한, 학생들이 과학자의 탐구 과정을 수행하는 것이 과학 탐구라고 이해하고 있는 것으로 나타났다. 본 연구에 참여한 두 명의 교사는 과학 탐구가 과학자 또는 학생이 과학을 하는 과정이라는 이해를 기반으로 과학 탐구를 교수-학습 방법으로 이해하고 있었다. 본 연구의 교사들은 교사학습공동체 활동 전에는 과학 탐구가 실험과 동일하거나 손으로 조작하는 활동이 필수라는 탐구에 대한 제한적인 이해를 가지고 있었으나 교사학습공 동체 활동을 통해 다양한 방법의 과학 탐구가 있으며, 실험을 수행하는 것뿐만 아니라 모형을 개발하거나 사용하여 현상을 설명하고, 학생들 간 증거 기반의 논의에 참여하는 것도 중요한 과학 탐구 과정이 라는 발전된 이해를 가지게 된 것으로 나타났다.

`과학 교실 탐구공동체` 관점 기반 과학 수업 인식 조사 도구 개발 및 적용

정용재 ( Yong Jae Joung ),장진아 ( Jina Chang ) 한국과학교육학회 2017 한국과학교육학회지 Vol.37 No.2

본 연구의 목적은 과학 교실 탐구공동체 관점에서 접근한 학생의 과학 수업에 대한 인식 조사 도구 개발과, 개발된 도구를 사용하여 과학 교실 탐구공동체 관점에서 과학 수업에 대한 학생의 인식을 조사하는 것이다. 본 연구는 총 417명의 초등학교 6학년 학생들을 대상으로 수행되었다. 연구결과, (a) 6개의 요인(`문제인식Ⅰ: 불일치 인식`, `문제인식Ⅱ: 흥미`, `문제원인설명Ⅰ: 가설설정 및 검증`, `문제원인설명Ⅱ: 협력적 검토`, `문제해결Ⅰ: 대상관계/개념 변화 반추`, `문제해결Ⅱ: 공동체관계/탐구자 변화 반추`)으로 구성된 총 42개 문항의 `탐구수행 과정` 관련 조사 도구와, (b) 3개의 요인(`탐구실행 의지`, `탐구수행 태도`, `의사소통 구조`)으로 구성된 총 17개 문항의 `탐구수행 토대` 관련 조사 도구를 개발하였다. 또, 개발된 도구를 사용하여 초등학생들의 인식을 조사한 결과, 학생들은 과학 수업에 대해 과학 교실 탐구공동체 관점에서 대체로 보통 이상의 긍정적 인식을 하고 있었지만, 불일치에 기반 한 문제인식, 탐구자의 변화 및 공동체와의 관계 변화 반추를 동반하는 문제해결, 엄격성과 오류가능성 견지에 기반 한 탐구수행 태도 등 일부 요인에 대해서는 상대적으로 덜 긍정적인 인식을 하고 있었다. 이러한 결과를 바탕으로 탐구 중심의 과학 교육을 위한 몇 가지 시사점에 대해 논의하였다. The purposes of this study are to develop a measuring instrument for perception of science classes based on the view of `Community of Inquiry in Science Classroom` and to investigate elementary school students` perceptions with the instrument developed in the study. A total of 417 6th grade students participated in this study. As a result, first, we developed two set of questionnaire: (a) the questionnaire for the `process of inquiry` consisted of six factors: `problem recognitionⅠ: recognition of inconsistency,` `problem recognition Ⅱ: interests,` `problem explanationⅠ: hypothesis generation and examination,` `problem explanationⅡ: cooperative review,` `problem solvingⅠ: reflection on the change of relationship with objects/conceptions,` and `problem solvingⅡ: reflection on the change of relationship with community/ inquirer,` comprising a total of 42 items; (b) the questionnaire for the `basis of inquiry` consisted of three factors:`will of conducting inquiry,` `attitudes of conducting inquiry,` and `structure of communication,` comprising a total of 17 items. Second, we found that elementary school students had positive recognition generally on their science classes in terms of the `community of inquiry in science classroom,` but they had relatively negative recognition on the factors of problem recognition based on recognition of inconsistency, problem solving accompanied with reflection on the change of relationship with objects/conceptions, and attitudes of conducting inquiry based on severity and fallibilism, Finally, several suggestions for the science education were given.

초등 도덕교육에서 ‘어린이 철학’의 활용

배상식 대한철학회 2010 哲學硏究 Vol.113 No.-

The purposes of this study clarify to show the application of the philosophy for children in moral education. The main purpose of the philosophy for children is enabling children to think on their own. The teaching method is conversational method based on socratic dialogue and in order for this teaching method to work, it needs a community of inquiry. However the philosophy has been regarded as difficult for children because study of philosophy focuses on logical coherence and difficult conception with abstractive thinking. In accordance with, the argument in the paper tries to suggest 'doing philosophy' as philosophical activity rather than as scholastic 'philosophy'. Together with this, this study intends to refute the theory of development psychology which is evaluated to have the greatest influential ground in argument with regard to impossibility of philosophy for children. Also the community of inquiry proceeded the popular demand for critical, creative and caring thinking in the schools, and is arguably the best example of what the kind of educational reform can be. And so it has some implications for moral education. In a genuine community of inquiry, the dialogue enters into the subject matter through the critical, creative, and caring thinking. Also it is a new integrated approach to moral education, teaching moral principles through inquiry and experiencing moral virtues through community activity. 이 논문은 초등 도덕교육에서 어린이 철학교육의 가능 근거와 그것의 활용방법에 대해 밝힌 글이다. 과연 어린이도 철학적으로 사고할 수 있는가? 우리의 논의는 바로 이러한 물음에 대해 두 가지 관점, 즉 ‘철학의 학문성’과 ‘어린이의 사고능력을 바라보는 관점’을 통해 어린이들도 철학적으로 사고할 수 있음을 해명해 보았다. 그리고 이러한 가능 근거에 입각해서 어린이 철학교육이 어떠한 접근방법을 갖는지도 함께 살펴보았는데, 여기에는 ‘철학적 탐구공동체를 통한 방법’이나 ‘사고력과 도덕적 판단력 신장을 위한 방법’, 그리고 ‘통합적 사고를 지향하는 방법’이 그 핵심으로 자리하고 있다. 끝으로 우리는 이러한 어린이 철학교육의 방법을 바탕으로 하여 그것이 도덕교육에 어떻게 활용될 수 있는지를 보여주고자 하였다. 그리고 이에 대한 활용 사례로는 ‘문답식 수업과 발문전략 방법’이나 ‘도덕적 탐구공동체를 통한 대화학습 방법’, 그리고 ‘다차원적 사고 능력을 신장시키는 방법’ 등이 있다.

교사학습공동체에서 이루어지는 생산적, 비생산적 탐구의 특성에 관한 사례연구

심수연 한국생물교육학회 2020 생물교육 Vol.48 No.2

This study was conducted to explore characteristics of productive and unproductive inquiry in professional learning communities (PLCs). Based on a situated and sociocultural perspective on learning, I examined how two high school science PLCs (L PLC, W PLC) engaged in social interactions to improve teaching. Each PLC participated in 5 full-day professional development sessions (“Studios”) for 6-8 months. In Studios, all science teachers in a school collaborated with researchers and coaches to plan, implement, and debrief lessons. I qualitatively examined the PLCs' discourse in the Studios. Based on the analysis, I found that L PLC mostly showed productive inquiry, while W PLC showed unproductive inquiry. The two PLCs' inquiry showed three contrasting features. First, L PLC actively used classroom data in the inquiry to improve instructional practices, while W PLC did not. Second, L PLC focused on developing and testing instructional practices that could be used across multiple contexts, while W PLC focused on separate strategies that were specific to certain lessons. Finally, L PLC gathered, analyzed, and used multiple kinds of classroom data, while W PLC only used some observational data. This study can inform educational researchers and practitioners about how to study and support teachers' collaborative inquiry in PLCs.

The Relationships among the Presences of Community of Inquiry and the Perceptions of EFL College Students in Online Learning

( Su Kyoung Mo ),( Sangmin Lee ) 한국멀티미디어언어교육학회 2017 멀티미디어 언어교육 Vol.20 No.2

The present study explores the relationship between student perceptions on L2 online activities and their perceived proficiency and confidence improvement. The study adapted a Community of Inquiry (CoI) framework to understand student perceptions of an L2 online learning community. Involving 124 EFL college first-year students, the study employed a Korean version of the CoI survey instrument to measure student perceptions on teaching presence, social presence, and cognitive presence, which are the three core elements of the CoI framework. The relationship between the variables was investigated through correlation analysis. Student`s reflections on the online activities were qualitatively analyzed based on the respective indicators of teaching presence, social presence, and cognitive presence. The results showed all three presences were interrelated. Moreover, the presences positively influenced their perceptions on the improvement of language proficiency and confidence after participating in the L2 online community. The findings of the current study indicate that the student`s perceptions of the L2 online learning community promote language learning and confidence in L2 use. The pedagogical implications of this study are discussed in ways to foster the L2 learning community and to enhance its efficacy.