초등학생의 세계 포섭관계의 이해도 발달
Development of Children’s Understanding on the Nested Hierarchy of World
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본 연구에서는 초등학생들의 세계 포섭관계에 관한 이해도의 발달을 살펴보았다. 그 결과, 초등학생들의 세계 포섭관계의 이해는 학년이 높아감에 따라서 발달함을 알 수 있었다. 이의 발달은 초등학교 2학년과 4학년, 즉 만 8세경과 10세경에 급속하게 발달하여 11세 완성되었다. 그러나 성별의 차이는 나타나지 않았다. 초등학생들의 세계 포섭관계의 이해는 언어적 이해에서 수학 논리적 이해로 성장하고, 이 수학 논리적 이해가 지리적 이해로 발달하였다. 그리고 학생들은 공간 포섭 단위들을 분절적으로 이해하는데서 출발하여 점차 통합적이며 동시적인 동심원적 이해로 성장하였다. 또한 세계 포섭관계에 대한 오류 유형들은 저학년에는 다양한 유형으로 나타나지만 고학년으로 갈수록 그 유형의 종류가 줄어들었다. 그 대표적인 사례로는 아시아와 동부아시아, 즉 대륙과 아대륙의 포함관계에 대한 오류와 초등학교 저학년에서 주로 나타난 한국을 세계 포섭관계의 중심으로 보는 오류다. 하지만 이런 오류들은 연령의 증가와 함께 그 인식능력과 지식의 증가로 줄어들었다.
Abstract
In this study, I investigated the children’s understanding on the nested hierarchy of world. Asthe results of this study, children’s understanding developed as grades increased. It’s development isgrowing rapidly at grade 2(age 8) and 4(age 10), and is grown at grade 5(age 11). But there is no differencebetween male and female. Through its development, understanding of the nested hierarchy is grownfrom verbal to rational mathematical, and to geographical. And in analysis of graphic on the nestedhierarchy of world, lower grades students understood spatial nested units as discrete, but higher gradesstudents did those as concentric and integral. Also fallacy patterns of the nested hierarchy of world areappeared differently in lower grades, but it is decreased in higher grades. The typical fallacy pattern ismisunderstanding on the inclusion between Asia and Eastern Asia over all grades. And next fallacy isegocentric understanding on Korea in lower grades. But these fallacies are decreased as grades grow,because of development of thinking ability and increase of knowledge.
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