공간 인지의 성별 차이에 대한 이론적 검토와 지리교육적 함의
The Theoretical Review on the Sex Differences of the Spatial Cognition and its Implications on the Perspective of Geography Education
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참고문헌
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초록
본 연구는 공간 인지의 성별 차이에 대한 기존 연구를 비판적으로 분석하고 이를 바탕으로 지리교육 측면의 함의를 도출하는데 그 목적이 있다. 이를 위해 공간 인지의 성별 차이에 대해 공간 능력, 지도와 관련된 학습, 공간 인지 전략을 중심으로 비판적 논의를 진행하였다. 또한 공간 인지의 성별 차이를 생물학적 요인, 사회적 요인, 방법론적 측면을 중심으로 살펴보았다. 이를 토대로 지리교육의 함의를 6가지, 즉 공간 인지와 관련한 지리교육의 필요성 확인, 공간 인지의 구성 요소에 대한 적절한 정의와 개념화, 공간 인지 지식의 구조화, 지도와 관련된 적절한 공간 인지 학습 요소의 도출, 객관적인 공간 인지 평가 요소와 기준의 설계, 사회적 공평성을 위한 공간 인지에 대한 지향을 중심으로 제시하였다. 공간 인지의 성별 차이에 대한 논의는 개인의 자아실현과 공간 능력의 향상, 그리고 사회적 공평성의 실현의 관점에서 다루어질 필요가 있으며 같은 맥락에서 지리교육 과정의 노력이 요구된다.
Abstract
The purpose of this research is to analyze the prior research on the sex differences of the spatial cognition critically, and then is to propose the implications in terms of geography education. For it, the critical review on the sex differences of the spatial cognition was implemented focusing on the spatial abilities, the learning related to the map, and the spatial cognition strategy. Also, the factors for the sex differences were reviewed based on the biological, social and methodological perspectives. Based on it, the six implications in geography education were suggested: the identification of necessity of geography education for the spatial cognition, the proper definition and conceptualization of the components for the spatial cognition, the structuration of spatial cognition knowledge, the derivation of the proper learning components related to the map, the design of the objective test components and their criteria for the spatial cognition, and the direction of the spatial cognition for social equity. The sex differences of the spatial cognition is needed to be handled in the points of the self-realization and improvement of spatial abilities, and realization of social equity and in the same context the effort of the geography education curriculum is required.
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