교육에 대한 학습과학적 접근 : 교육적 의미와 시사점 탐색
Towards developing learning sciences of education
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초록
본 논문은 최근 융합학문의 관점에서 인간의 인지기능(지식, 정서, 의지, 지각, 기억, 학습 등) 을 체계적으로 다루는 학습과학의 교육적 의미와 시사점을 탐색하고자 하였다. 이를 위하여 교 육의 이론과 실제를 왜곡하는 신경신화(neuromyths)와 상식적 마음이론(이원론, 빈서판이론)의 주요내용을 비판적으로 분석하였다. 또한 최근 뇌과학의 주요 발견과 학습과학의 핵심논의(기본 연산능력과 언어습득에 대한 신생아의 생득적 능력, 난독증과 난산증, 뇌발달에 있어서 정서와 신체활동의 중요성, 시간교육학 등)에 근거하여 교수학습 전략의 과학화와 교육정책의 교육현장 적합성 제고를 위한 교육적 아이디어를 포괄적으로 제시하였다.
Abstract
In this paper, some latest findings in the cognitive neurosciences and brain sciences have been examined critically to find out possible educational policy implications to broaden the nature of education and its approach to various educational issues such as the age for commencing formal schooling including literacy and numeracy, the curriculum design and teachers/administrators training program. Misguided neuromyths based on unsubstantial knowledge of how brain works, such as left and right-brain learning, the notion of critical periods in brain development and the claim arguing for the richer environment the better have been also refuted in terms of scientific evidence from the recent brain science literature and related research. It has been concluded that a better understanding of the neurobiological relationships between multiple factors shaping teaching strategies in school, such as the importance of emotion and physical excercise in learning, sensitive periods for language learning and negative effects of sleep deprivation in cognitive performance would enable educators to have a new basis for science-based educational reform and improving classroom practice.
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