지리적 자아로서의 학습자와 지리탐구에 근거한 학습의 논리
A Learner as Geographical Self and Geographical Inquiry-based Learning
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본 연구는 지리교과를 통한 시민성 교육에 있어서 교사에게 요구되는 수업 실행지식으로서의 지리탐구에 대한 논의이다. 지리적 자아로서의 학습자가 시민성의 공간을 온전하게 이해하기 위해서는 과학적 인식, 개인적 반응, 비판적 인식이라는 다양한 차원의 관점이 요구된다. 따라서 지리적 자아로서의 학습자로 하여금 시민성이라는 가치와 신념에 입문하도록 하기 위해서는 기존의 탐구학습의 논리는 재해석되어야 하는데, 그것이 바로 ‘지리탐구에 근거한 학습’이다. 지리탐구에 근거한 학습은 ‘볼 수 없는 상태’에 있는 학습자를 ‘볼 수 있는 상태’, 즉 지리적 안목을 가지게 하는 것으로 정의되며, 내용지식에 따라, 교사와 학생의 참여 정도에 따라 다양하게 전개될 수 있다는 원리에 기초한다. 지리탐구에 근거한 학습의 절차/과정은 ‘질문→자료의 처리와 해석→일반화’와 같이 단순화하되, 질문과 자료를 다양하게 제시함으로써 과학적 탐구, 개인적 탐구, 비판적 탐구라는 형식이 상정된다. 그리고 이러한 지리탐구에 근거한 학습의 형식은 상호관련적인 것으로 이해되어야 하며, 궁극적으로 이들이 상호 결합되어야 한다.
Abstract
This study is discussion about geographical inquiry as conduct knowledge that teachers is required to teach citizenship through geography subject. The cognitive category of a learner as a geographical self related to spaces of citizenship includes multi-dimensions like scientific understanding, personal response and critical understanding. It is necessary to re-interpret the logic of the inquiry so that learners as geographical self can initiate into values and beliefs, citizenship. This is the very ?geographical inquiry-based learning?. It?s principle can be defined as guiding learners from ‘the state in which they can?t see? to ?the state in which they can see.? Thus, It can be developed in diverse ways according to the content knowledge of the subject, level of teacher?s and students? participation. It?s procedure/process should be simplified so that it can run with a different view as in the process ?question→processing and interpretation of data→generalization?. What is important here is that the procedure/process of inquiry should be simplified, but a variety of questions and data should be offered so that the forms of diverse inquiry-scientific inquiry, personal inquiry and critical inquiry-can be developed. Again, It?s forms should be perceived as interrelating, and combined each other.
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