최근 사회과에서는 질적인 접근을 통한 교실수업연구가 활발히 진행되었다. 그러나 이들 연구는 주로 미시문화기술지에 편중되어 사회과 교실수업에 영향을 미치는 더 큰 맥락적 요인들과의 상호작용에 대해서는 관심이 적었던 것으로 보인다. 이에 본고에서는 기존의 연구와는 다른 시각에서 수업을 바라볼 수 있는 하나의 대안으로서 교실생태학을 제안한다. 교실생태학은 생태학적 은유를 교실에 적용하여 교사학생맥락의 상호작용을 탐구하는 연구라고 할 수 있는데, 이에 대한 국내의 연구가 활발하지는 않다. 따라서 교실생태학의 정의와 발달, 의의와 한계를 짚어봄으로써 교실생태학이란 무엇인지에 대해 이해를 도모하고, 나아가 사회과 교실수업연구에의 적용 가능성을 탐색해 보는 것이 이 연구의 목적이다. 생태심리학과 인간발달생태학을 근간으로 하는 교실생태학은 교실 환경 자체의 복잡성에 주목한 연구와 교실을 둘러싼 사회적 맥락과의 상호작용을 강조한 두 흐름 속에서 발달해왔다. 교실을 하나의 체계로 간주하고, 다차원적인 상호작용을 강조한다는 점에서 생태학적 인식은 충분히 매력적이나, 그것 자체가 안고 있는 한계를 극복하고 교과교육이라는 특성을 반영한 연구 틀을 생성할 수 있는가의 과제를 남긴다. 사회과에 적합한 수업연구 틀을 만들어내는 추후의 논의가 뒤따른다면, 교실생태학은 사회과 교실수업연구에 새로운 방향을 열어줄 수 있을 것으로 기대한다.

Possibility of Classroom Ecology forthe Social Studies Classroom Research Kim, Hye Sook Instructor, Korea University   Recently, classroom research through qualitative approach in social studies is proceeding lively. But these studies mainly deviated an micro-ethnography, so fully could not consider on the larger context to impact on social studies classroom. This paper suggest classroom ecology as an alternative program to that problem. We will understand classroom ecology through definition of classroom ecology, it’s development and significance, limitations. The purpose of this paper is to inquire whether it is possible that ecological perspective is applied to social studies classroom research. Ecological classroom research stands from ecological psychology and human development ecology. It has developed two streams. One focused on complexity of classrooms environment, the other emphasized interaction to social context encompassed classroom. Viewpoint to regard classroom as ecosystem is very attractive because it can open the possibility of holistic understanding about classroom. But there are tasks that we can overcome the limitation of classroom ecology itself, and produce an suitable classroom research framework for social studies. If it follows the discussion to make a framework of social studies classroom research grounded on ecological perspective, I expect that classroom ecology may show the new direction for social studies classroom research.

Possibility of Classroom Ecology forthe Social Studies Classroom Research Kim, Hye Sook Instructor, Korea University   Recently, classroom research through qualitative approach in social studies is proceeding lively. But these studies mainly deviated an micro-ethnography, so fully could not consider on the larger context to impact on social studies classroom. This paper suggest classroom ecology as an alternative program to that problem. We will understand classroom ecology through definition of classroom ecology, it’s development and significance, limitations. The purpose of this paper is to inquire whether it is possible that ecological perspective is applied to social studies classroom research. Ecological classroom research stands from ecological psychology and human development ecology. It has developed two streams. One focused on complexity of classrooms environment, the other emphasized interaction to social context encompassed classroom. Viewpoint to regard classroom as ecosystem is very attractive because it can open the possibility of holistic understanding about classroom. But there are tasks that we can overcome the limitation of classroom ecology itself, and produce an suitable classroom research framework for social studies. If it follows the discussion to make a framework of social studies classroom research grounded on ecological perspective, I expect that classroom ecology may show the new direction for social studies classroom research.

classroom ecology, ecological psychology, human development ecology, ecological metaphor