지리적 사고란 무엇인가? 그리고 어떻게 향상시킬 수 있는가?
What is Geographical Thinking, and How Can It Be Enhanced?
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초록
본 연구는 지리학과 지리교육의 핵심 개념인 지리적 사고의 본질을 탐구하고, 이를 함양하기 위한 효과적인 질문의 틀을 제안하는 것을 목적으로 한다. 연구 결과는 다음과 같이 요약할 수 있다. 문헌 연구를 통해 지리적 사고의 주요 구성 요소로공간적 사고, 통합적 사고, 관계적 사고를 도출하였다. 이들 요소는 상호 연관되어 있으며, 지리적 현상을 이해하고 분석하는데 핵심적인 역할을 한다. 지리적 사고를 함양하기 위해 지리적 질문을 활용해 왔으며, 다수의 연구들이 ‘무엇인가?, 어디인가?, 왜 거기인가?’의 세 질문을 중심으로 목적에 따라 ‘어떻게?’, ‘왜 중요한가?’ 등의 질문을 추가해 왔다. 지리적 사고의 함양을 위한 새로운 질문을 제시하였으며, 7개의 주요 질문(무엇인가? 어디인가? 왜 거기인가? 다른 지역과 어떻게 연결되는가? 어떻게 변해 왔는가? 왜 중요한가? 나는 무엇을 할 수 있는가?)을 제시하였다. 이들은 각각 지리적 사고의 공간적 측면, 통합적측면, 관계적 측면과 연결되었다. 개발된 지리적 질문의 현장적용을 지원하기 위해 질문이 적용된 사례와 활용방법을 제시하였다. 향후 연구에서는 제안된 질문 틀의 실제 교육 방법과 효과를 검증하는 실증적 연구가 필요할 것이다.
Abstract
This study explores the essence of geographical thinking, a fundamental concept in geography and geography education, and aims to develop an effective framework of questions to foster this skill. The research identifies spatial thinking, integrative thinking, and relational thinking as the key components of geographical thinking through a review of the literature. These elements are interrelated and play a central role in understanding and analyzing geographical phenomena. Various studies have employed geographical questions to cultivate geographical thinking, often structured around the core questions: “What is it?”, “Where is it?”, and “Why is it there?” Additional questions such as “How?” and “Why is it important?” have been used depending on the objective. This study proposes a new set of seven key questions designed to foster geographical thinking: “What is it?”, “Where is it?”, “Why is it there?”, “How is it connected to other regions?”, “How has it changed over time?”, “Why is it important?”, and “What can I do?” These questions are aligned with the spatial, integrative, and relational aspects of geographical thinking. To support the practical application of this question framework, examples and methods for implementation in educational settings are provided. Future research should focus on empirical studies to evaluate the educational effectiveness of the proposed question framework.
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