지식정보사회의 사회과교육: 교육의 변화와 교과적 지향 = Social Studies Education in knowledge-information-based Society: Change of Education and Curricular Orientations

다국어 초록 (Multilingual Abstract)

This research aims for investigating (1) the relation between changes of technology and societies, (2) the influences of knowledge-information-based society development in education, and (3) social studies education in the knowledge-information-based society. Fist of all, the relation between changes of technology and societies is examined from three perspectives; technological determinism, socio-cultural determinism, social constructivism. Social constructivism insists that scientific technology has not developed irrespective of a society situation and has seamlessly interacted with it. However the educational world is still caught by the technological determinism. Knowledge-information-based society is the society that `Informatization of knowledge(making information from knowledge)` is progressing, but `Making knowledge from information(transforming information into knowledge)` is more important than `imformatization of knowledge` in the educational world. The why is that being information from knowledge contributes to the spread of knowledge, in contrast, transforming information into knowledge contributes to the process of acquirement of knowledge to create social values. A school is not only source of information anymore. Schools with no exclusive rights to information or knowledge have to play an important role in strengthening knowledge(knowledge which is graded down to fragmentary information because of `imformatization of knowledge). Therefore, on the contrary to the past, schools must focus to the construction of knowledge or information, not deliberation of them. In knowledge-information-based society, the existing social studies education have to change in its perspective about knowledge and understanding. Now, it is required, not knowledge and understanding in investigation process but reflective knowledge and mutual understanding. When we acquire knowledge, we keep the possibility of formation of critical and alternative knowledge in mind. Networking technology in knowledge-information-based society replaces the central task of social studies education for delivering knowledge or information. Important role of social studies education in knowledge-information-based society is only the construction of knowledge, and `making knowledge from social information` is inevitable duty.

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