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 high school students set historical inquiry questions in a Korean History 1 class under the 2022 Revised Curriculum, emphasizing learner-led inquiry while textbooks offer little beyond sample questions. A three-session lesson was implemented with 70 students, who classified Joseon-period figures, made mind maps, generated questions, and revised them with AskSmile, an AI-based tool assessing cognitive level, before collecting data and concluding. Worksheets, observation records, and self-evaluations were analyzed to examine the question-setting process, the characteristics of final questions, and the correspondence between questions and conclusions.
Students predominantly classified figures as politicians, reflecting textbooks’ political emphasis, while mind mapping stimulated contextual thinking. AskSmile revision raised about 90 percent of questions to the analysis level or above on Bloom’s taxonomy. However, questions premised on hypothetical conditions formed the largest category, showing that high cognitive level does not necessarily entail evidence-based reasoning. This indicates that good historical inquiry questions require criteria beyond Bloom’s hierarchy, such as source-based verifiability and interpretive plurality. Most students who reached the concluding stage drew conclusions corresponding to their questions, suggesting such questions can structure the inquiry process rather than merely initiate it.
As an exploratory study of female students on Joseon-period figures, this study suggests broadening historical figures in textbooks, deepening discussion on good inquiry questions, and accumulating research across varied contexts.
Students predominantly classified figures as politicians, reflecting textbooks’ political emphasis, while mind mapping stimulated contextual thinking. AskSmile revision raised about 90 percent of questions to the analysis level or above on Bloom’s taxonomy. However, questions premised on hypothetical conditions formed the largest category, showing that high cognitive level does not necessarily entail evidence-based reasoning. This indicates that good historical inquiry questions require criteria beyond Bloom’s hierarchy, such as source-based verifiability and interpretive plurality. Most students who reached the concluding stage drew conclusions corresponding to their questions, suggesting such questions can structure the inquiry process rather than merely initiate it.
As an exploratory study of female students on Joseon-period figures, this study suggests broadening historical figures in textbooks, deepening discussion on good inquiry questions, and accumulating research across varied contexts.
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.
최근 본 자료 전체보기
