A Study of Directions for Elementary History Education Based on Preservice Teachers' Lesson Analysis Responses

• 영문명: 예비교사의 수업분석 반응으로 본 초등역사교육의 방향
• 발행기관: 한국교원대학교 뇌기반교육연구소
• 저자명: 이해영
• 간행물 정보: 『Brain, Digital, & Learning』제13권 제3호, 215~227쪽, 전체 13쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2023.09.30

영문 초록

This study analyzed elementary school history lessons by considering the characteristics of elementary school education and exploring alternative options for teaching history. This researcher established categories based on common topics identified by observing best-practice lesson videos with preservice teachers and repeatedly reading lesson critique forms in which the preservice teachers analyzed the lessons. Analysis of the preservice teachers' responses showed that they considered student-led activities to be positive, but questioned the purpose of the activities. The preservice teachers also identified confusion caused by lesson models that did not accurately reflect the nature of history. Considering the level of elementary school students, expertise of elementary school teachers, and different views on subject matter, this research article suggests teaching the nature of history by focusing on historical concepts. Inquiry activities, in which students use basic historical concepts to produce knowledge, will contribute to the implementation of this teaching method.

목차

Introduction

Materials and Methods

Results and Discussion

Conclusion

키워드

Characteristics of elementary school education Elementary school social studies education Historical concepts Preservice teachers History lessons Inquiry activities