브루너(J. Bruner)의 발견학습이론의 음악교육적 적용과 단계적 발견학습의 모델

Abstract

Various teaching/learning methods have been developed for cognitive learning. In the 1960s,Jerome Bruner developed a theory of cognitive and thinking growth that has had a propound effect on education. Bruner said that knowing is a process. He focused on the importance of understanding the structure of a subject being studied, the need for active learning as the basis for understanding, and the importance of reasoning in learning. Discovery learning, as proposed by Bruner, encourages students to actively use their intuition, imagination, and creativity. Teachers propose issues or problems and students gather data and observations to develop hypotheses, confirm or refine their hypotheses, and explain or prove their hypotheses. The method of discovery learning is not limited to such highly formalized subjects as mathematics and physics. Its application is important in various disciplines, including music education. Research regarding discovery learning and its conceptual approach in music education is continuing. The content for study in discovery learning has a large range, and various roles for the teacher/learner have been proposed. For success of discovery learning in music education, a stage model that has definite steps is needed with development of intentional instructor questions for each stage. The purpose of this study is multi-faceted. An understanding of J. Bruner's discovery learning method as applied to music education is developed with reflection on the meaning of discovery learning in music education. Study of the types of discovery learning and instructor questions for application in the steps of a music learning model are developed, and an effective stage model with specific content for discovery learning in music education is proposed. A stage model with 3 styles of discovery learning, including a guided discovery style, a convergent discovery style, and a divergent discovery style, is suggested for music teaching/learning. Each style is developed in relation to the general characteristics of the style, the teacher/learner relationship, decision making, the roles of the teacher and the learner, the style of the instructor questions, and the characteristics of music learning.