This study aimed to devise value instruction model in geography class using narrative and to apply it into real classroom to grasp model’s utility and possibility of settling down in reality. For this, meanings of narrative and examples used in geography textbook were inspected closely, and value-le...
This study aimed to devise value instruction model in geography class using narrative and to apply it into real classroom to grasp model’s utility and possibility of settling down in reality. For this, meanings of narrative and examples used in geography textbook were inspected closely, and value-learning models used in geography class are examined. Based on it, new value instruction model is suggested. First phase is ‘to confirm value’, which is to understand characters and backgrounds presented in narrative text and to identify the dilemma in there. By correctly recognizing problematic situation, what dilemma is and which values are conflicting can be figured out. The second is ‘to research’ for finding solution of the dilemma based on presented information. Depending on each option, different consequences will be considered and students will think over the case in view of various characters and entire society(community). Also, students will think about which decision they made in similar situation and will have empathy on that. Every student will make the final decision and explain his or her claim to his or her groupwhile they are listening to others’ opinion with considering various counter parts. After that, they will expect final results once again. The third one is ‘to choose a value’ in that final decision is made by suggested diverse opinions in group discussion and the reasons are explained. It is also for generalization of selected value according to presented dilemmas. Finally, last phase is ‘to internalize’ which is to write down after-stories based on a point of view of a hero and on alternative solution to suggestable counter part opinion. When it comes to a matter of similar real situations, students will practice proper action. This is process of internalizing chosen students’ values in their own system of thought and consciousness. Based on a previous model, real classroom was designed and applied into high school geography classroom. As a result, it is useful to make moral decision in view of socio-culture as well as congnition since narratives includes contextual information. However, amount of contextual information depending on subject and contents of class can be varied and there was a problem that students judgements differ from it. In other words, a danger is implied in that class becomes value-injection one depending on contents of contextual information provided by a teacher. Another strength of narrative is that it evoke students’ sympathetic understanding. It is meaningful that it helps learners to choose realistic and genuine options in point of view of characters in narrative. It is also valuable in that learners also consider others’ feelings and behave nicely concerning others. However, there are differences in degrees on learners’ sympathetic understanding depending on how narratives are constructed about a certain subject. Comparing difficult and serious with easy and familiar theme and contents, the latter leads more to learners’ sympathetic understanding. It is critical for teachers to develop an ability to organize and select appropriate narratives in class using them. Next to it, learners are much more interested in narrative-styled textbook than explanation-styled one. Learners feel it easy to read owing to story type. Especially, there were many overwhelming answers for its goodness in inspiring geographic imagination. When it comes a matter of understanding contents and preference to textbook, explanation-styled textbook is preferred. The reason is that explanation-styled textbook offers organized information and it is convenient to study while narrative text should be reconstructed. Webs of meaning, scaffolding skills to aid students’ value investigating process, played its role in individual or group work. Some students expanded their thoughts in process of value investigating process using Webs of meaning. In other words, they didn’t restrict their thinking only in Webs of meaning, but inquired values, considering contents not in the questions. The interesting point is the answer of one student that Webs of meaning can bring constraint in thinking. This means that questions of Webs of meaning should be very discreet and specified for learners who focused on answering given questions. Actually, Webs of meaning is not new. Every time in classroom teachers provide students with hints for their learning and it is the same with value learning. It is necessary to categorize and organize it and it affects students’ value inquiring depending on how to construct it. Recently fusion and mutual understanding in studies are emphasized, which is connected to development of the liberal arts and the science course mixed curriculum. In every subject, humanity is an educational core to be raised for students, it is the same with geography education. If narratives are constructed appropriately and applied into geography class, it is expected that it will contribute to achieving this educational goal.
This study aimed to devise value instruction model in geography class using narrative and to apply it into real classroom to grasp model’s utility and possibility of settling down in reality. For this, meanings of narrative and examples used in geography textbook were inspected closely, and value-learning models used in geography class are examined. Based on it, new value instruction model is suggested. First phase is ‘to confirm value’, which is to understand characters and backgrounds presented in narrative text and to identify the dilemma in there. By correctly recognizing problematic situation, what dilemma is and which values are conflicting can be figured out. The second is ‘to research’ for finding solution of the dilemma based on presented information. Depending on each option, different consequences will be considered and students will think over the case in view of various characters and entire society(community). Also, students will think about which decision they made in similar situation and will have empathy on that. Every student will make the final decision and explain his or her claim to his or her groupwhile they are listening to others’ opinion with considering various counter parts. After that, they will expect final results once again. The third one is ‘to choose a value’ in that final decision is made by suggested diverse opinions in group discussion and the reasons are explained. It is also for generalization of selected value according to presented dilemmas. Finally, last phase is ‘to internalize’ which is to write down after-stories based on a point of view of a hero and on alternative solution to suggestable counter part opinion. When it comes to a matter of similar real situations, students will practice proper action. This is process of internalizing chosen students’ values in their own system of thought and consciousness. Based on a previous model, real classroom was designed and applied into high school geography classroom. As a result, it is useful to make moral decision in view of socio-culture as well as congnition since narratives includes contextual information. However, amount of contextual information depending on subject and contents of class can be varied and there was a problem that students judgements differ from it. In other words, a danger is implied in that class becomes value-injection one depending on contents of contextual information provided by a teacher. Another strength of narrative is that it evoke students’ sympathetic understanding. It is meaningful that it helps learners to choose realistic and genuine options in point of view of characters in narrative. It is also valuable in that learners also consider others’ feelings and behave nicely concerning others. However, there are differences in degrees on learners’ sympathetic understanding depending on how narratives are constructed about a certain subject. Comparing difficult and serious with easy and familiar theme and contents, the latter leads more to learners’ sympathetic understanding. It is critical for teachers to develop an ability to organize and select appropriate narratives in class using them. Next to it, learners are much more interested in narrative-styled textbook than explanation-styled one. Learners feel it easy to read owing to story type. Especially, there were many overwhelming answers for its goodness in inspiring geographic imagination. When it comes a matter of understanding contents and preference to textbook, explanation-styled textbook is preferred. The reason is that explanation-styled textbook offers organized information and it is convenient to study while narrative text should be reconstructed. Webs of meaning, scaffolding skills to aid students’ value investigating process, played its role in individual or group work. Some students expanded their thoughts in process of value investigating process using Webs of meaning. In other words, they didn’t restrict their thinking only in Webs of meaning, but inquired values, considering contents not in the questions. The interesting point is the answer of one student that Webs of meaning can bring constraint in thinking. This means that questions of Webs of meaning should be very discreet and specified for learners who focused on answering given questions. Actually, Webs of meaning is not new. Every time in classroom teachers provide students with hints for their learning and it is the same with value learning. It is necessary to categorize and organize it and it affects students’ value inquiring depending on how to construct it. Recently fusion and mutual understanding in studies are emphasized, which is connected to development of the liberal arts and the science course mixed curriculum. In every subject, humanity is an educational core to be raised for students, it is the same with geography education. If narratives are constructed appropriately and applied into geography class, it is expected that it will contribute to achieving this educational goal.
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