Abstract

Based on Polanyi's epistemology, this study reconstructed the sixth grade "ecosystem and environment" unit of elementary school, and taught the students to investigate the educational effects of changing from a human-centered world-view to an ecological-centered world-view. Through the preliminary questionnaire conducted before class and interview with the teacher who took the preliminary class, we confirmed that the students were thinking human-centered thoughts. Therefore, we focused on the ecological-centered world-view as a focal awaren, and analyzed teaching contents in detail and developed teaching materials using narrative methods. The narrative material was not a direct mention of the world-view, but rather a form of asking the students new thinking questions and allowing them to think for themselves. As a result, the number of students(11, 42%) in the experimental group responded based on the focus type in the contextual situation judgment process showed a higher response rate than the control group (1, 4%). On the other hand, some students have been observed to be unable to express their changed thoughts, which may be due to the impossibility of tacit knowledge, or because knowledge is not completely personalized. Therefore, it is necessary to study the method of meta-cognitive education so that students can recognize the subculture in the theoretical orientation, and it is possible to help students to personalize the knowledge through presenting various contextual situations in the practical orientation. Further research is needed on the method.