상황학습과 아동의 생태적 성장: 숲을 통해 세상과 관계 맺기
Situated Learning and Children’s Ecological Growth:Making Relationships with the World through Forest
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본 연구의 목적은 사회문화적 발달이론의 관점에서 숲 체험 학습이 아동의 인지적, 정의적 발달에 긍정적인 영향을 미친다고 보고, 상황학습이 가능한 숲 체험 교육의 효과를 논의하는 것이다. 이를 위해 Vygotsky, Lave와 Wenger, Rogoff의 사회문화적 발달이론과 상황학습(situated learning)에 대해 알아보고, 이러한 관점에서 논의되는 비계설정(scaffolding), 근접발달영역(zone of proximal development), 상황인지(situated cognition) 등의 핵심 이슈들을 중심으로 상황학습의 실천가능성을 숲 체험 교육에서 찾아보고자 하였다. 마지막으로 레지오 에밀리아(Reggio Emilia) 교육, 발도르프(Valdorf) 교육, 공동육아 교육의 국내외 관련 교육사례를 통하여 숲 체험이 아동의 생태적 성장에 미치는 교육적 효과에 대해 논의하였다.
Abstract
The purpose of this study is to discuss the effect of forest experience education which can provide situated learning from the perspective of socio - cultural development. In order to achieve the purpose of this study, first, Vygotsky’s socio - cultural development theory, Lave and Wenger, and Rogoff’s situated learning, situated cognition, communities of learner were reviewed. Next, the possibility of situated learning was examined in the forest experience education based on key issues such as scaffolding, zone of proximal development, and situated cognition. Lastly, the educational effects of forest experience on ecological growth of children were discussed through domestic and international education cases of Reggio Emilia, Valdorf, and Cooperative Child care.
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