초등 역사 인과관계 학습모형 개발

Abstract

In order for students to actively participate in history learning and independently do historical thinking, they need to be able to experience the characteristics of historical facts and the generating processes of historical knowledge. Historians explore the causal relationship between incidents that happened in the past and describe the research results as historical facts. It is effective for students to have a dialogue with history like historians and arrange historical knowledge. Thus, the purpose of this study was to develop a causal relationship learning model to understand the characteristics of historical knowledge, and analyze and verify students’ responses. Selecting a basic principle and learning content elements for development of a causal relationship learning model was performed based on literature research. The stage of learning model are divided into ① grasping problems, ② identifying and classifying causes, ③ evaluating causes, ④ constructing the causal structure, and ⑤ sharing interim historical knowledge, suggesting learning activities that could be specifically utilized at each stage. The stage of grasping problems was to provide open-ended inquiry questions. At the stage of identifying and classifying causes, students were made to check on the content of cards containing various causes and classify the cards on the ‘zone of relevance’ according to their relevance to inquiry questions. The stage of evaluating causes was to evaluate the relative importance of causes. This stage was to suggest the activity of judging and ranking important causes through counterfactual reasoning, and the activity of expressing causes accelerating or hampering change on a graphic organizer. At the stage of constructing the causal structure, students were made to understand the causal network and construct the causal structure clearly specifying the relationships between causes and between causes and effects. At the stage of sharing interim historical knowledge, students were made to prepare causal explanations based on their own causal structure and share them with the whole class. In history class applying the causal relationship learning model, students behaved as follows. First, they recognized the characteristics of multiple causes and understood the relativity of selecting causes according to values and perspectives. Second, they questioned history texts and sought answers on their own and imagined the future by changing conditions. As a result, they came to think that indirect causes should be also important other than direct ones. Third, although they originally thought incidents would happen by individual purposes or intentions, after the class, they came to think incidents should take place interacting with other causes. Fourth, through history text dialogue, they actively reconstructed history escaping from the position of passive readers and made various kinds of interpretation. Fifth, after the class, they came to be aware that historical description would consist of causal relationships and found the fact that historical knowledge should be an interpretation including the author’s perspective. In conclusion, this study has a meaning in that it, focusing on learners’ independent perception of history in elementary school history class, developed and applied a causal relationship learning model and confirmed its effects.