구성주의와 생득주의의 교육적 함의와 유아 생물개념 교육의 방향 = A Vision of the Learning Principles and Practices for Biological Concept Development in Young Children: Integrating Nativism and Constructivism

국문 초록 (Abstract)

본 연구에서는 최근 발달심리학에서 논의되고 있는 생물개념의 발달에 관한 생득주의, 구성주의 이론을 비교·분석하며 유아기의 발달 원리에 적합한 생물개념 교육 방향을 제시하고자 한다. 생득주의 이론에서는 개념의 생득과 개념 영역의 세분화가 주장되고 있으며, 구성주의에서는 인지구조의 발달과 개념발달의 연관성이 주장되고 있다. 생득주의와 구성주의 함의의 유아 생물개념 교육을 의한 제언으로서, 생물개념의 이론구성, 일상에서의 끊임없는 상호작용을 위한 맥락과 기회의 제공, 그리고 생물개념 구조 출현을 위한 재구조화와 재표상에 대한 방법이 논의되었다.

다국어 초록 (Multilingual Abstract)

This study suggests both learning principles and methodology for biological concept development of young children. Literatures of biological concept development are analyzed on two main paradigm in this study: Nativism and Constructivism. Nativists suggest that biological concepts develop from early infancy and that the representation mode of those concepts do not change across the individual's life span. But, constructivists argue that the mode of representation, in fact, changes from infancy through childhood. Thus, biological concept also changes within constructivism paradigm. This study tries to integrate these two different points of views and suggests theory representation and construction of concept, learning of cognitive skill, emphasis on the process of conceptual development as learning principles for developing biological concepts in young children. For practice, the role of teacher, cultural and physical context, and the method of documentation are specified.

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