인문학
사회과학
자연과학
공학
의약학
농수해양학
예술체육학
복합학
DBpia AI
AI 에이전트
AI 아이디어
AI 리더
AI 뷰어
Citeasy
크롬 서지관리 다운로드
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.
피인용 0
초록·키워드
This study examines how ninth-grade students understand the concept of change, focusing on progress, regression, and continuity. Although change is a core second-order concept in history, empirical research on Korean students’ understanding of it remains scarce. In-depth interviews were conducted with 19 ninth-grade students from two Seoul middle schools with differing socioeconomic backgrounds, using the Industrial Revolution as historical content.
Students understood progress as “becoming beneficial,” “emergence,” and “the present state of things,” and regression as “becoming harmful,” “decrease,” and “retrogression.” Many confused continuity with “duration,” an unchanging state, though some grasped it as a process involving change. Students’ understanding of change was categorized into four levels: change as an event, change within interconnection, change within a long-term temporal span, and change as a turning point. Most understood change only as an event, though some showed more advanced understanding with materials on machinery, technology, or environmental pollution. No significant relationship emerged between socioeconomic status and change understanding, but higher historical achievement did not necessarily entail a higher level of change understanding.
These findings suggest three implications. First, appropriate strategies are needed to help lower-achieving students advance their understanding of change. Second, since continuity and duration overlap yet involve different aspects, they should be taught with a clear distinction. Finally, linking change with “historical significance” in teaching can help advance the qualitative level of understanding.
Students understood progress as “becoming beneficial,” “emergence,” and “the present state of things,” and regression as “becoming harmful,” “decrease,” and “retrogression.” Many confused continuity with “duration,” an unchanging state, though some grasped it as a process involving change. Students’ understanding of change was categorized into four levels: change as an event, change within interconnection, change within a long-term temporal span, and change as a turning point. Most understood change only as an event, though some showed more advanced understanding with materials on machinery, technology, or environmental pollution. No significant relationship emerged between socioeconomic status and change understanding, but higher historical achievement did not necessarily entail a higher level of change understanding.
These findings suggest three implications. First, appropriate strategies are needed to help lower-achieving students advance their understanding of change. Second, since continuity and duration overlap yet involve different aspects, they should be taught with a clear distinction. Finally, linking change with “historical significance” in teaching can help advance the qualitative level of understanding.
본문·목차
인공지능 문자 인식 모델을 통해 추출된 텍스트로, 일부 오타나 오류가 포함될 수 있으나 지속적으로 개선 중입니다.
오류를 발견하셨다면 해당 부분을 드래그한 후 ' 를 통해 신고해주세요.
오류를 발견하셨다면 해당 부분을 드래그한 후 ' 를 통해 신고해주세요.
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