본 연구의 목적은 사회과 수업에서 교사와 학생이 어떤 맥락에서 사진을 읽으며, 사진 읽기를 통한 의미구성 과정이 어떻게 이루어지는가를 탐색하는 데에 있다. 본 연구 목적을 실행하기 위해 초등학교 5학년 사회과 수업에서 교사와 학생이 사진 읽기를 통한 의미구성 과정을 사례연구로 분석하였다. 그 결과, 사례교사의 수업에서 사진 읽기를 통한 의미구성 과정은 두 가지 특징으로 드러났다. 첫째, 사진 읽기의 수업맥락은 선행학습의 내용을 설명하는 과정으로서 이루어졌으며, 이때 설명의 방식으로는 ‘무엇-규정적 진술’, ‘어떻게-기술적 설명’, ‘왜- 추론적 설명’으로 드러났다. 둘째, 설명과정으로서 사진 읽기를 통한 의미구성 과정은 외시적 의미, 함축적 의미, 신화적 의미로 구성되어 갔다. 이들 설명과정으로서 사진 읽기를 통한 의미구성에서 나타나 특징은 사진이 선행학습에 근거하여 논리적이고 객관적으로 의미를 구성해 가려는 설명의 도구로 활용되고 있음이 드러났다.

The Construction of meaning through Photographs as the process of explanation in terms of Social Studies Instruction Park Gil Ja Major in Social Science Education Graduate School of Korea National University of Education The purpose of this study is to research the construction of meaning through the photographs decoding in terms of social studies instruction. This study is to analyse a case study on the process of social studies instruction in the 5th grade of elementary school. Two characteristics are found as follows ; First, the photographs decoding in the context of the social studies instruction is considered as the process of explanation. The follow 3 ways- ‘what- definitional explanation‘, ’how- descriptive explanation’, ‘why- inferential explanation’, are shown. Second, the construction of meaning in process in instruction shows characteristics for the meaning of denotation, connotation, and myth. The photographs decoding as the process of explanation shows objective construction of meaning based on the content of textbook. As a conclusion, I suggest that the photographs decoding can be used as an effective resource for explanation.

The Construction of meaning through Photographs as the process of explanation in terms of Social Studies Instruction Park Gil Ja Major in Social Science Education Graduate School of Korea National University of Education The purpose of this study is to research the construction of meaning through the photographs decoding in terms of social studies instruction. This study is to analyse a case study on the process of social studies instruction in the 5th grade of elementary school. Two characteristics are found as follows ; First, the photographs decoding in the context of the social studies instruction is considered as the process of explanation. The follow 3 ways- ‘what- definitional explanation‘, ’how- descriptive explanation’, ‘why- inferential explanation’, are shown. Second, the construction of meaning in process in instruction shows characteristics for the meaning of denotation, connotation, and myth. The photographs decoding as the process of explanation shows objective construction of meaning based on the content of textbook. As a conclusion, I suggest that the photographs decoding can be used as an effective resource for explanation.

process of explanation, what- definitional explanation, how- descriptive explanation, why- inferential explanation, construction of meaning.