탐구에 친숙해지기와 익숙해지기

송언근(Un Gun Song) 한국사회과교육연구학회 2008 사회과교육 Vol.47 No.1

생애적 관점에서 인지 기능이나 운동 기능의 발달 단계가 구분되듯이, 일년의 학기 속에 이루어지는 탐구학습과 같은 학습 방법도 발달 단계를 고려한 접근이 필요하다. 방법은 기능적이고 절차적 속성이 강할 뿐만 아니라, 학습 방법에 내재된 교육적 가치를 학생들의 삶의 양식으로 화(化)하기 위해서이다. 이 같은 논리에 토대하여 구성된 본 논문은 사회과 지리를 대상으로 탐구 학습의 프로그램을 구성하는 데 목적이 있다. 탐구 프로그램은 탐구에 친숙해지기, 익숙해지기, 전문가 되기의 3단계 과정으로 나누어진다. 탐구에 친숙해지기는 탐구의 기본이 되는 가설을 중심으로 문제 인식, 자료 수집과 같은 탐구의 기초적 과정에 낯설지 않도록 하는 데 목적이 있다. 탐구에 익숙해지기는 탐구의 기초와 기본 기능에 친숙해진 학생들을 탐구의 실제 속으로 들어가도록 하는 것이다. 탐구의 전문가 되기는 익숙해지기를 거친 학생들이 삶의 터전에 대해 지리적 의문과 호기심을 가지고 스스로 문제를 해결할 수 있는 단계를 의미하며, 이는 탐구에 익숙해지기를 반복할 때 형성된다. 이 같은 친숙해지기와 익숙해지기를 위한 탐구 대상은 일상 삶이 이루어지는 삶의 터전이 되어야 한다. 더불어 지속적인 탐구 속에 살 때 탐구에 익숙해지기 때문에 꼬리에 꼬리를 무는 주제를 통한 탐구가 가능하도록 교육과정을 재구성해야 한다. As the development of cognitive or motion function in life can be divided into some stages, a learning method like inquiry learning which is practiced during one year school term needs to be considered and approached in terms of gradual progress. The learning method is not only characterized as being functional and procedural, but also employed for turning educational values embedded in the method into students’ life modes. Based on this logic, the purpose of this paper is to construct the program of inquiry learning in the geography realm of social studies. The inquiry program can be divided into three stages: being familiar with inquiry, being skillful at inquiry, and being an expert at inquiry. The first stage aims at being acquainted with the basic process of inquiry like perceiving questions or collecting data with respect to an inquiry hypothesis. The second stage is for making students, who become familiar with inquiries, enter the arena of actual inquiries. This is like having real games after learning the foundational and basic functions of basketball or football. The last stage means the phase in which students can have geographical questions or curiosity in their life fields and can resolve the questions by themselves. This can be achieved by repeatedly being skillful at inquiries. In this process of being familiar, skillful, and an expert, the object of inquiry is not the contents of text books, but the fields of everyday lives. In addition, the curriculum of school education needs to be reconstructed for continuous and connected inquiries.

탐구 활동지를 활용한 탐구 학습: 지형 영역을 사례로

송언근 ( Un Gun Song ) 한국지리환경교육학회 2008 한국지리환경교육학회지 Vol.16 No.4

This study is to delineate a theoretical framework of inquiry learning via inquiry sheets in the field of geomorphology, especially for teachers and students less than familiar with inquiry learning. Learning materials for inquiry sheets will come from children`s life world, and organized collaboratively by regional geography teachers. First of all, teachers will have to sort out key concepts and principles in the curriculum, and then organize them toward the ramifications of inquiry. Next, they will have to select and organize geomorphological features relevant to these concepts and principles. Specific activities, for both teachers and students, will thus be selected on the basis of inquiry sheet, including perhaps a map of concepts and principles. Inquiry sheets, with specific concepts and principles at each successive stage, will be much helpful for geomorphological education in several ways. They will be useful, first, for securing systematization of knowledge in spite of limited inquiry conditions attending classroom inquiry. Second, they will help promote geomorphological education for geography education at large. Third, they will facilitate geomorphological inquiry for understanding of principles. And last, they will help children engaged in geomorphological inquiry as geomorphologists.

공간 인식력 육성을 위한 그림지도 학습의 과정

송언근 ( Un Gun Song ),임진 ( Jin Lim ) 한국지리환경교육학회 2006 한국지리환경교육학회지 Vol.14 No.2

양동 마을 입지 탐구에 토대한 지리 탐구 과정의 구성

송언근 ( Un Gun Song ) 한국지리환경교육학회 2010 한국지리환경교육학회지 Vol.18 No.1

The traditional houses of Yangdong village at the easternmost entrance of the Angang basin are located on a hilly site. An interpretation is that the houses are located on the elevated region because the site is safe from the periodic floods of the Hyeongsan river and the inundation of the Angang plain and the Georim valley due to the geomorphological features of the Angang basin. This article aims to delineate a geographical inquiry process through the study of the location of this village. The results are as followings. First, the stage of question-raising consists of two activities. One is to recognize a problem or problems through cognitive dissonance, and the other is to search for the solution to the problem(s) recognized. Comparison of the region in question with other regions may help this process. Second, a hypothesis is constructed by relating major geographical concepts or theories concerned to the geographical features of the inquiry area. Third, the hypothesis is about causes of the given housing practice and factors of those causes. These are sought in the geographical features of the inquired region. Fourth the test of hypothesis begins with investigation on the relation between causes and factors, whether it is positive or not. This is mainly an in-class activity. Fifth, the test of hypothesis has two dimensions. One is to verify the causes, and the other, to verify the relations between the causes and the factors. Sixth, the test of hypothesis is a complementary and recurring process of in-class and on-site (outof- class) verifications. Seventh, the hypothesis is freely revised and improved in the process of data analyses. Eighth the data collection, both in-class and on-site gathering, continues along with data analyses. Ninth the data are constructed as well as collected. In sum, the success of geographical inquiry may depend upon the correct interpretation of geographical features and their interaction, of the region in question.

학습의 기본 양식 육성을 지향하는 뉴질랜드 초등 교육의 특징

송언근 ( Un Gun Song ) 한국지리환경교육학회 2006 한국지리환경교육학회지 Vol.14 No.3

지리 영역에서 바라 본 사회과 교육과정의 반성과 설계

송언근 ( Un Gun Song ) 한국지리환경교육학회 2004 한국지리환경교육학회지 Vol.12 No.2

이론과 실제, 그 협력의 새로운 지평을 위한 교육 실습의 재구성

송언근 ( Song Eon Geun ) 한국지리환경교육학회 2003 한국지리환경교육학회지 Vol.11 No.3

This paper is on a closer collaboration between a college professor and a mentor teacher in the context of student teaching. The focus is how all parties of participants -- student teachers, mentor teacher, and professor -- change through the 4-week practice teaching, with implications for an outline of improved practice teaching. All three parties came to eventually realize, from their hearts, the need for a closer collaboration between the school and the college, or a closer relationship between the practice and the theory. For this, mentor teachers as well as professors would have to be changed significantly. Teachers would have to be able to participate in the collaborative endeavor as equal partners, not as subordinates, and professors would also have to see teachers as colleagues rather than as assistants. This requires a fundamental change in current student teaching practices.

지리다운 수업의 구성: 지리 지식의 구성 대상과 과정을 중심으로

송언근 ( Un Gun Song ) 한국지리환경교육학회 2007 한국지리환경교육학회지 Vol.15 No.3

The nature of both materials and process of doing geography may be related to the overall difficulty of geography education. The outside raw materials may not be easy to be transported into the classroom, and the process of operating the raw materials into an idea or understanding may not be a natural phenomenon for children. But the critical thinking in geography could largely be fostered through the inquiry process of operation, interpretation, judgment and so on, of the raw materials not adapted for the special purpose of school instruction. Teachers may thus have to be mindful of at least three points for successful geography education. First, learning materials may have to be authentic; raw materials not cooked or adapted for instructional purposes. Second, an inquiry process could not be pre-specified and thus immaculately orderly. It could appear messy, but still be a desirable learning activity, insofar as children are eager to distill meanings from raw unadapted materials. And last, the social construction of geographic understanding would have to be a rule rather than exception of geography lessons throughout, until it becomes a habit among children and the teacher. These will enable children to eventually construct textbook-like knowledge, and be geographers so to speak.

지리하기로서 지리교육의 구성

송언근 ( Song Eon Geun ) 한국지리환경교육학회 2003 한국지리환경교육학회지 Vol.11 No.2

This paper is on a reconceptualization of geography education, from that of conceptual imprint to doing geography. It can be characterized, among others, by a contextual or situated understanding rather than a-contextual objective cognition, by practice of life rather than concept attainment, and, in short, by education as living rather than as preparation for life. Children here do a geography, instead of merely learn about geography. Geography learning as doing geography is an activity-or problem-centered learning. Children can attain a structured and relational interpretation of their geographic space, relying on various data including maps, pictures, and other recorded materials. One ultimate aim of geography education is to produce “philo-geographer”, who can habitually or tacitly appreciate their life world geographically.

교실 지리 탐구에서 스케일, 차원, 재현의맥락에서 본 구글 어스의 자료적 의미 -서재리 구유로를 중심으로-

송언근 ( Un Gun Song ),이동민 ( Dong Min Lee ) 한국지리환경교육학회 2014 한국지리환경교육학회지 Vol.22 No.1

The purpose of this research is to investigate the implications of Google Earth as a learning material in the geography classroom. The results are as follows. First, the geographical phenomena, when brought into the classroom, have to be converted into a special form of learning materials because of their fixity of locations, totality of objects, and scale of expanses. Second, the conversion into learning materials can frequently cause distortions in scale, dimension, and representation. Third, inference is of a special importance in geography lessons, because of the huge time span of geographical processes and the compression of geographical phenomena into limited learning materials. Fourth, geographic inference is enhanced when the various distortions of learning materials in terms of scale, dimension, and representation are minimized. Fifth, the Google Earth, a three-dimensional pictorial representation of earth geography with many useful functions, can contribute to the minimization of distortions learning materials frequently face. Sixth, the Google Earth can facilitate more authentic understanding of spatial relations and interactions. And seventh, it can help save time and energy necessary for preparation of materials, analysis and interpretation. In short, the Google Earth has many merits as a learning aid in the geography classrooms; thanks to its minimization of conversion distortions, it can help students formulate inquiry questions and their hypotheses more efficiently; and thanks to its easy accessibility, it can help teachers save time and energy for the provision of learning materials.