Browse > Article

Narrative Thought and ITS Implication on the Science Education  

Kim, Man-Hee (Korea National University of Education)
Kim, Beom-Ki (Korea National University of Education)
Publication Information
Journal of The Korean Association For Science Education / v.22, no.4, 2002 , pp. 851-861 More about this Journal
Abstract
In this paper, two modes of thought are assumed, which are known as the paradigmatic and the narrative mode of thought by Bruner(1985; 1986). The former leads to well-formed argument, but the latter to good story; each providing distinctive ways of ordering experience, of constructing reality. Though the two are complementary, but not reducible to one another. However modern schooling has focused on the paradigmatic mode. It has come to its peak in science education. Recently some educators began to gaze at the narrative mode in other humanities, but not science. Narrative is commonly considered to be foreign to science. But many scientists are convinced that modern science depends on speculation much more than observation. The speculation is conducted by intrapersonal or interpersonal narrative, which was called "science-making" by Bruner(1996). The purpose of this paper is to introduce the narrative mode of thought compared to paradigmatic mode as the new concepts and to discuss its implications on the science education. Three implications will be suggested. The first holds that science class should improve student's narrative sensibility throughout the live science-making. The second holds that the narrative mode of thought should be used with the support of the paradigmatic mode in science classroom. Exactly narrative interpretations are adjuncts to scientific explanations. The third holds that the evaluation method should be developed for the narrative work in science education.
Keywords
narrative thought; paradigmatic thought; science-making; science education;
Citations & Related Records
연도 인용수 순위
  • Reference
1 임병덕(2001). 브루너와 지식의 구조. 문학과 교육, 가을호, 211-222
2 이홍우(2000). 교과의 내면화. 아시아교육연구, 1(1), 249-271
3 Chinn, P. W. U.(2002). Asian and pacific islander women scientists and engineers: A narrative exploration of model minority, gender, and racial stereotypes. Journal of Research in Science Teaching, 39(4). 302-323   DOI   ScienceOn
4 Holton, G.(1988). Thematic Origins of Scientific Thoughts: Kepler to Einstein. Harvard University Press: Cambridge
5 Conant, J. B.(1957). Harvard case Histories in Experimental Science (Vol. 2). Harvard University Press
6 Heisenberg, W. K.(1969). Der Teil und das Ganze : Gesprache im Umkreis der Atomphysik. R. Piper: Munchen. 김용준 역(1999). 부분과 전체. 지식산업사
7 권재술, 김범기, 우종옥, 정완호, 정진우, 최병순(1998). 과학교육론. 교육과학사
8 Bruner, J. S.(1985). Narrative and Paradigmatic modes of thought, In Eisner.(ed.). Learning and Teaching the ways of Knowing: Eighty-fourth yearbook of the National Society for the Study of Education. Chicago University Press
9 Gudmundsdottir, S.(1995). The narrative nature of pedagogical content knowledge. In H. McEwan & K. Egan (Eds.) Narrative In Teaching, Learning, and Research. Teachers College Press, 24-38
10 Bruner, J. S.(1960). The Process of Education. Harvard University Press
11 Popper, K.(1972). Objective knowledge. Oxford University Press
12 Oakeshott, M.(1975). A place of learning. The Colorado College Studies 12. Colorado Springs: Reprinted in The voice of liberal learning, 17-42. (1989). Yale University Press: New Haven
13 Clandinin, D. J. & Connelly, F. M.(1986). On the narrative method, Personal philosophy, and narrative units in the story of teaching. Journal of Research in Science reaching, 23(4), 293-310   DOI
14 Heisenberg, W. K.(1969). Der Teil und das Ganze : Gesprache im Umkreis der Atomphysik. R. Piper: Munchen. 김용준 역(1999). 부분과 전체. 지식산업사
15 Polanyi, M.(1958). Personal Knowledge: Towards a Post-Critical Philosophy Routledge: London
16 Bruner, J. S.(1973). The Relevance of Education. W.W.Norton & Company, New York
17 McIntyre, A.(1984). After Virtue. Notre Dame University Press: Indiana
18 McEwan, H. & Egan, K. (Eds.).(1995). Narrative In Teaching, Learning, and Research. Teachers College Press
19 Oakeshott, M.(1962). Rationalism in Politics and Other Essays. Methuen
20 Bruner, J. S.(1996). The Culture of Education. Harvard University Press
21 Cohan, S. & Shires, L. M.(1988). Telling stories: A theoretical analysis of narrative fiction. Routledge: London. 임병권과 이호 번역(1996). 이야기하기의 이론. 도서출판 한나래
22 Cohan, S. & Shires, L. M.(1988). Telling stories: A theoretical analysis of narrative fiction. Routledge: London. 임병권과 이호 번역(1996). 이야기하기의 이론. 도서출판 한나래
23 Bruner, J. S.(1986). Actual minds, Possible worlds. Harvard University Press
24 Goodman, N.(1978). Ways of worldmaking. Harvester Press: Hassocks Sussex
25 도홍찬(1999). 도덕교육 방법으로서 내러티브 접근법에 관한 연구. 서울대학교 교육학 석사학위논문
26 한승희(1997). 내러티브 사고양식의 교육적 의미. 교육과정연구, 15(1), 400-423
27 Bruner, J. S.(1987). Life as Narrative. Social Research. 54(1), 11-32