초등 예비교사들의 강낭콩 한살이 탐구활동에서의 배움 과정 탐색- 들뢰즈의 배움론을 바탕으로 -
An Exploration into Learning Processes through Pre-Service Elementary School Teachers' Inquiry Activity on the Life Cycle of Kidney Bean- Based on Deleuze's Learning Theory -
0
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
Based on Deleuze’s Learning Theory, this study aimed to explore the learning process of differentiation that pre-service elementary school teachers encounter strange signs, while carrying out inquiry activities about the life cycle of kidney bean, and even twist the existing framework through violence. There were 36 pre-service teachers who participated in this study, and with a teacher educator, they carried out inquiry activities about the life cycle of kidney bean. When analyzing their inquiry diaries, this study found out that 22 of them had encountered signs of art out of various signs, with which they could enter the flight line of learning process. As materials, places, measurement tools, manipulated variables and photos, etc. from textbooks worked as violence which forced them to think, the 22 pre-service teachers were found to experience a new inquiry process and scientific results after twisting the existing textbook inquiry process. It was also found that as they experienced ‘Becoming’ a Teacher at last during the education of ‘Being’, they came to think over their capabilities as a teacher who is supposed to teach science in the near future, beyond the boundary as a student. Therefore, through the teacher education program of ‘Becoming a Teacher’, which leads them to thinking as well as creates an education environment where pre-service teachers can constantly expose themselves to signs of art, it is necessary to help them experience a process of learning, rather than a process of knowing.
Abstract
Based on Deleuze’s Learning Theory, this study aimed to explore the learning process of differentiation that pre-service elementary school teachers encounter strange signs, while carrying out inquiry activities about the life cycle of kidney bean, and even twist the existing framework through violence. There were 36 pre-service teachers who participated in this study, and with a teacher educator, they carried out inquiry activities about the life cycle of kidney bean. When analyzing their inquiry diaries, this study found out that 22 of them had encountered signs of art out of various signs, with which they could enter the flight line of learning process. As materials, places, measurement tools, manipulated variables and photos, etc. from textbooks worked as violence which forced them to think, the 22 pre-service teachers were found to experience a new inquiry process and scientific results after twisting the existing textbook inquiry process. It was also found that as they experienced ‘Becoming’ a Teacher at last during the education of ‘Being’, they came to think over their capabilities as a teacher who is supposed to teach science in the near future, beyond the boundary as a student. Therefore, through the teacher education program of ‘Becoming a Teacher’, which leads them to thinking as well as creates an education environment where pre-service teachers can constantly expose themselves to signs of art, it is necessary to help them experience a process of learning, rather than a process of knowing.
참고문헌 (23)
- 안효진, "들뢰즈의 기호와 배움을 통해 바라본 유아교사들의 얽힌 되기 : 프로젝트 기반 STEM 교육 중심으로", 열린교육연구, 26(4), pp.113~132 (2018), 한국열린교육학회[DOI]
- Ajvazi, I., "Rading Deleuze'S Proust and Signs" (2021), Idea Books
- Biehl, J., "Deleuze and the ahropology of becoming", Current Anthropology, 51(3), pp.317~351 (2010)
- Cardoso, H. R., "Peirce’s resonances on Deleuze’s concept of sign : Triadic relations, habit and relation as semiotic features", Semiotica, 224(1), pp.165~189 (2018)
- 최승현, "들뢰즈의 기호를 통한 배움이 평생학습에 주는 시사점", 평생교육학연구, 23(4), pp.85~103 (2017), 한국평생교육학회
- Deleuze, G., "Difference and Repetition" (2004), Continuum Publishing Group
- Deleuze, G., "Pourparlers" (1990), Les éditions de Minuit
- Deleuze, G., "Proust and Signs" (1964), Continuum
- 김동렬, "초등 예비교사의 과학학습 동기 유형에 따른 과학 배움 과정 탐색", 초등과학교육, 40(2), pp.127~144 (2021), 한국초등과학교육학회
- 김재인, "들뢰즈의 예술론을 통해 본 예술가적 배움 ― 초기 프루스트론을 중심으로", 미술과 교육, 15(1), pp.1~20 (2014), 한국국제미술교육학회[DOI]
- 김재춘, "들뢰즈 감성론의 교육학적 의미 탐색 :『차이와 반복』의 ‘강도’ 개념을 중심으로", 초등교육연구, 25(1), pp.1~29 (2012), 한국초등교육학회
- Kim, J., "Deleuze’s Education – Learning Theory of Differentiation" (2016), Lifelong Learning Books
- 김연옥, "중등 예비교사들의 과학 탐구 기능 향상을 위한 명시적 수업 시연 사례 분석 - 예상과 추리를 중심으로-", 생물교육, 41(2), pp.239~253 (2013), 한국생물교육학회[DOI]
- Lambert, G., "The Non-Philosophy of Gilles Deleuze" (2002), Continuum
- 이찬웅, "들뢰즈의 기호와 정서", 기호학 연구, 29, pp.361~383 (2011), 한국기호학회
- Margarit, E., "Deleuze transcendental empiricism as exercise of thought: Hume’s case. META: Research in Hermeneutics", Phenomenology, and Practical Philosophy, 4(2), pp.377~403 (2012)
- Murray, F., "Searching for intimacy, searching for deleuze", Cultural Studies Critical Methodologies, 21(6), pp.461~465 (2021)
- Ronald, B., "Search, swim and see : Deleuze's appren"ticeship in signs and pedagogy of images", Educational Philosophy and Theory, 36(3), pp.327~342 (2004)
- 류종우, "들뢰즈 철학에서 기호의 폭력에 따른 배움의 발생", 철학논집, 37, pp.261~290 (2014), 철학연구소[DOI]
- 서민주, "들뢰즈의 푸르스트 기호론에 기초한 유아예술교사의 역할", 학습자중심교과교육연구, 17(17), pp.793~813 (2017), 학습자중심교과교육학회[DOI]
- Shin, J., "Dictionary of Deleuze’S Concept Vocabulary" (2013), Galmuli
- Thiele, K., "Of immanence and becoming : Deleuze and Guattari's philosophy and", as relational ontology, 2016, pp.10(1), 117~134
- 위성원, "왕슈(王澍) 건축의 전통성을 기반으로 한 기호론적 특성연구 - 질 들뢰즈의 기호론을 중심으로 -", 한국공간디자인학회 논문집, 15(3), pp.339~348 (2020), 한국공간디자인학회[DOI]