지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
오류제보하기
Students do not come into school as 'empty vessels', They enter to history learning having knowledge and conceptions of some measure generally, They can have sense of the times that is private and fragmentary understanding other age and place correlating with own experience and are limited although, and do not know or can not understand properly terminology connected with specification subject. Only, can speak that is state that level that understand of the fact by age or surrounding and informal history learning is gone already to students. In this way, it is known that conceptions that they have in existing is preconceptions before conceptions that students acquire through class, conception system that is different from among students' preconceptions, conceptions that artfulness wishes to teach or conceptions described to a text book can show, Call these concept that is misconceptions. Therefore, need to understand about preconceptions and misconceptions which students have in existing, Conceptions' acquisition can see that is change of new conceptions in existing conceptions than to be new thing, so to understand about these becomes basis to progress history learning. But. there are not much researches about this field in whole social studies including history learning. I thought that is because it is difficult special quality that prescribe definitely conceptions because interpretative personality is strong of knowledge that compose subject. While, have much research about this from subject of science studies which conceptions and misconceptions' standard IS definite comparatively. As Terminology of 'misconceptions' that is use opponent meaning of 'scientific conceptions', scientific conceptions that keep foundation to scientific knowledge that generalization is verified regularly by an experiment and observation in science studies. Therefore, saw misconceptions that students have that have many misunderstanding because is mastered by intolerant and coarse and sensuous judgment. Therefore, most researches show concentrative interest in studying model building to correct misconceptions. These tendency can see often in social studies. Such researches are following equal way as well as research logic or method. of study because did not consider seriously difference about personality of knowledge between two subjects that keep each foundation to social studies and science studies' That is, these regard misconceptions as element that is disturbed to learning as science studies, and focused in negative function. But there is possibility of reconsideration that argue in awareness such as conceptions which interpretative personality handles strong social studies' conceptions in science studies. Specially, historical conceptions that handle in history learning variable personality which guarantor is changed according to person's viewpoint have. Therefore, it is not reasonable that misconceptions used as conceptions prepared use terminology just as it is as it means in science studies, conceptions based on science. Interpretative and variable historical conceptions that divide and call by 'conceptions' and 'misconceptions', value judgment had been in dwelled already. Therefore, it is expected to be more reasonable 'Informal idea' or 'Informal concept', that is more neutral terminology like GUY Claxton's proposal. Also, not that there is purpose of history learning to comprehension itself about historical facts or historical conceptions, made students think like historian, is doing so that can demote meaning and assessment about the past. Therefore, even if there is possibility that can distort history because been simple and intolerant although, misconceptions can not see as contradictory thing that this must be only modified and is removed. Preferably, if derive to students to see their misconceptions from new view int. is going to become good means for highly accident activity. That is, if see in side that is thought activity than conceptions' picking up, misconceptions may become important element that give encouragement to develop to conception system polished more as well as to take advantage of cognition highly by students regulate and control own cognitive process.
목차
Ⅰ. 서론
Ⅱ. 역사 오개념의 인식론적 토대
Ⅲ. 역사학습에서 오개념의 인지적 기능
Ⅳ. 결론
Abstract
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UCI(KEPA) : I410-ECN-0101-2009-911-014420832