들뢰즈의 주름론에 따른 초등 예비교사의 과학교사 되기 탐색 - 현미경 관찰활동을 중심으로 -

Abstract

This study explored pre-service elementary school teachers’ becoming science teachers through the microscope-used observation activity, based on Deleuze’s Theory of Fold. As research subjects, this study selected 56 pre-service elementary school teachers who had arranged the contents of microscope-used observation activities according to Science Textbook Research & Teaching Methods (in the Domain of Life) and analyzed their relevant research notebooks. The research subjects were divided into two groups, depending on how far they participated in the microscope-used observation activity. One had conducted the activity as much as requested by the science teacher instructor, particularly to the degree of remaining in the common room of Deleuze’s Baroque House, and the other had conducted the activity to the end, in which starting from virtuality and possibility through folding and unfolding in the room filled with folds, they had reached actualization and realization. The analysis results showed that those who could remain in the common room were higher in frequency than those who could reach the phase. Those who had reached the phase of being science teachers through folding and unfolding, however, came to recognize problems of the textbooks regarding transpiration and microorganism observation as future science teachers, and even displayed their competences in drawing up new designs. While experiencing the process of actualizing a theory in person, they came to express their desires for being science teachers. Besides, it was found that on what was not mentioned in the textbook, they expressed their inner strategies outwards, while experiencing an actualized process of being science teachers. In the microscope-used observation activity, those who expressed desires for being science teachers through possibility-representation-realization came to represent the possibility while setting up actual strategies to get adapted to using the microscope. Through this process, their adaptation became realized, and they expressed desires for being science teachers who could establish class plans to conduct biological observation activities with microscopes in person.