Elementary History Research Articles

VR을 활용한 초등 역사수업 교수 경험에 관한 자문화기술지

Objectives This study aimed to deeply reveal the aspects of a history class conducted by an elementary school teacher using VR, as well as the experiences and meanings experienced by teachers and students during the class. Through this, it aims to suggest alternative perspectives and approaches that can more effectively utilize VR in elementary history classes and social studies textbooks. Methods To achieve this, autoethnography was utilized, as it was deemed appropriate for vividly capturing the aspects of elementary history classes using VR in the context of my life, including reflection and introspection. I collected, analyzed, and interpreted the data by following the research procedures suggested by Chang (2008), Park Soon-yong, Chang Hee-won, and Cho Mi-na (2010), and Lee Dong-sung (2020). Results The elementary history class using VR for one semester was successful at first, but fell short of expectations as it went on. However, I was able to find meaning in the process. The elementary history class using VR showed a positive effect of increasing the interest and participation of the early students. However, as it went on, unexpected difficulties arose for me and the students, which led to a decrease in the students’ interest and my own confidence. However, through this experience, I was able to find ways to utilize VR in elementary history classes and social studies textbooks, as well as future tasks. Conclusions I hope that VR will be effectively utilized in elementary social studies classes, elementary history classes, and social studies textbooks, and I would like to propose the following discussion points. First, in order to effectively utilize VR in elementary history classes, teachers should demonstrate their expertise to interpret the curriculum and textbooks and decide on the appropriate class period for utilizing VR. After that, they should use the minimum amount of effectively organized VR content in that class period. Second, they should prepare HMDs and smartphones with sufficient performance to experience VR. Third, the time spent experiencing VR should not exceed 10 minutes at a time, and the number of times it should be used should not exceed one time per class period. Fourth, they should develop high-quality VR content for elementary history classes. Fifth, they should develop a platform or program that allows teachers to easily create VR content themselves or modify completed VR content to fit their classes.

Talking about ‘Silhak’ in Elementary History Classes: Reconstructing into a Divergent Narrative

Talking about ‘Silhak’ in Elementary History Classes: Reconstructing into a Divergent Narrative

The Impact of Gamification Teaching Methods on Elementary Students' Learning Interest: A Case Study Based on History Class

With the progress and updates in modern learning theories and educational teaching methods, in April 2018, the OECD published the report "Teachers as Designers of Learning Environments: The Importance of Innovative Teaching Approaches," which proposed the "5C" framework of innovative teaching methods, providing a framework for teachers to transform their teaching. Innovative teaching methods have formed six major groups, and this article mainly discusses "gamification teaching" as one of them. This article primarily analyzes the background, main steps, key characteristics, as well as the benefits and possible negative impacts of gamification teaching on instruction and student learning. Through case analysis of gamification teaching in elementary history lessons, the article concludes the impact of gamification teaching on enhancing students' interest in learning. Finally, it summarizes the most influential aspects of gamification teaching on enhancing students' interest in learning, aiming to contribute to the exploration of the impact of gamification teaching on basic education through case studies. In the future, with the development and improvement of gamified learning theory, gamified teaching will become more tailored to students' individual traits and better meet their personal developmental needs. As competency-based education becomes more widely promoted in countries around the world, gamified teaching will play a more significant role in enhancing students' learning interests. With the promotion of gamified teaching, incorporating a wider range of knowledge and deeper levels of learning in basic education will be more easily achievable.

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

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 bestpractice 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.

Seeking Directions for Advancing the Competency Discussion in Elementary History Education

Seeking Directions for Advancing the Competency Discussion in Elementary History Education

Nature of Literacy Instruction in Elementary School History Lessons

This paper examines literacy-related practices existing in elementary history classrooms and asks to what extent these practices are compatible with the ideals of historical literacy, i.e. disciplinary literacy specific to history. A total of 50 hours were spent observing nine Finnish classrooms. Data sources included numeric data, field notes and classroom artifacts. The results show that the most common text type used was the body text of a textbook while primary sources were few. The textbook was typically addressed as a neutral source of information. Teachers used visual texts only briefly and to support an existing narrative. None of the teachers modeled reading strategies specific to history. The teacher profiles suggest diverse approaches to literacy but the practices used by teachers point more to content-area and cultural literacy than disciplinary literacy. Implications for elementary literacy and history instruction are discussed.

일제강점기 에비 미치타카(蝦道隆)의 역사교육관과 초등 역사수업

Existing studies history education in Japanese colonial period were mainly conducted on the basis of history education courses and textbook analysis. Of course, the impact of history education courses and textbooks is also significant for history education. However, it is difficult to discuss history education at that time except for teachers and students who teach and learn in actual classes. Therefore, deliberation and research on the practice of classes in history education are urgently and seriously needed. In this paper, we are going to look into practices of elementary history lesson through history teacher Evi Michitakas a teaching guide and teaching book. While Evi Michitaka worked as an instructor at Gyeongseong Normal School, he actively published 37 articles in the magazine of 『Education Research in Joseon』, including articles on history education, teaching guidelines, teaching materials, and teaching points. According to the result analyzing his writings, the purpose of his history education is to strengthen the ideology of the Japanese emperor, which was related to the fusion of Japan, Joseon and ideological education. In addition, methods of history education he proposed included ‘① empathy’, ‘② life guidance’, ‘③ use of visual teaching materials’, ‘④ child-centered learning methods’, ‘⑤ narrative methods’.

The Mission Project: Teaching History and Avoiding the Past in California Elementary Schools

In this article, Harper B. Keenan investigates the treatment of violence in elementary history education through a case study of a fourth-grade unit on the colonial history of California featuring “the mission project,” a long-standing tradition in California’s elementary schools that has students construct a miniature model of a Spanish colonial mission. Grounded in broader social and historical contexts, the study explores how the use of model making invites children to engage with colonial history and what the assignment reveals about how adults teach children about the violent past. Keenan argues that the mission project perpetuates a societal pattern of “ritual avoidance.”

2015 초등 역사 교육과정에 대한 교사의 인식과 학생의 역사 이해

The 2015 Elementary History Curriculum is defined by ‘the restructuring of content surrounding the key concepts’, ‘topic-oriented integrated composition’, ‘topic-based composition centered around historical figures and cultural history’, and ‘the distributed arrangement of prehistoric age and contemporary history’. However, the researchers of history education went further to highlight the key concepts in which the academic structure and essence of the subject are not disclosed. They also identified the mechanical association lacking contextuality, the emphasis on national history and the reduction of life history, and the application of the expanding environmental approach to the history field, as issues associated with the 2015 Elementary History Curriculum. This study would examine the responses of students and teachers concerning the difficulties raised with regards to the 2015 Elementary History Curriculum by the department of history education. As a result of interviews conducted among teachers and students, most teachers acknowledged that the key concepts of the elementary history curriculum, only include concrete historical facts. They indicated that the amount of learning had increased excessively, and knowledgeoriented history classes were provided. The teachers agreed on the use of the integrated approach in social studies, in addition to the purpose and direction of local history education for third and fourth grade students. Even so, they encountered various obstacles in preparing an appropriate teaching method. There was found to be a considerable number of teachers who agreed that history education should promote national identity, as well as those concerned about the problems caused by instilling patriotism through history education. The third graders could easily understand the prehistoric age through stories; however, no meaningful learning took place concerning the evolution of tools without historical context. As the fourth graders had recently encountered Korean history from various paths, they found national history to be more interesting than local history. The fifth graders did not understand the actions of historical figures in the context. They had difficulties in learning about cultural properties, since the terms were unfamiliar, and they did not encounter them often in their everyday lives. The sixth graders had a strong tendency to think of history as a subject that needed to be memorized and did not understand the flow of Korean history accurately. This kind of perspective toward history can be attributed to the ill-considered revision of the curriculum. Lastly, this study has the following proposals for elementary school history education: First, it is necessary to change the current curriculum, which requires students to memorize knowledge to one that creates opportunities for historical inquiry. Secondly, elementary school history classes should be a venue for students to experience and learn about history in a vivid and captivating manner. Thirdly, it is necessary to pay more attention to life history. Empty history education, which does not represent the dynamic lives of people, is a significant obstacle to students’ acceptance of meaningful history.

A Comparative Study of the Descriptive Method of Elementary, Middle and High School History Textbooks Based on the Linguistic Approach

A Comparative Study of the Descriptive Method of Elementary, Middle and High School History Textbooks Based on the Linguistic Approach

초등학교 역사 디베이트 학습 교재 제작을 위한 매뉴얼(Manual) 개발

본고는 역사 수업에서 시도되고 있는 디베이트 수업에서 가장 중요한 것이 교과의 특징을 반영한 내용 및 방법의 타당성이 확보된 교재를 개발하는 데 있다는 점에 주목하고 교사들을 위한 역사 디베이트 교재 개발 매뉴얼을 제시하고자 하였다. 교재 내용을 매뉴얼 화 한다는 것은 실제 교재를 개발하기 위한 지침서를 만드는 것으로 모든 교과를 가르쳐야 하는 초등학교 교사들의 현실 및 교사의 교재개발 능력을 감안하였을 때 효과적인 디베이트 수업을 위해 필요한 연구로 판단된다. 이를 위해 본고에서는 디베이트 모형들을 종합 분석하고 이를 교과적 특징의 관점에서 수정 보완하여 역사 수업에 적합한 디베이트 학습 절차를 구조화 하였으며 이들 절차에 필요한 토론 학습 기능을 상세화 하여 교재 개발 매뉴얼의 근거를 제시하였다. 이를 기초로 디베이트 전 단계, 디베이트 수행 단계의 2단계로 구성된 교재 개발 매뉴얼을 행동용어로 표기된 구체적 수준으로 제안하였다.

Socio-Cultural Aspects of the Standard Model in Elementary Particles Physics and the History of Its Creation

The article соnsiders the socio-cultural aspects of the standard model (SM) in elementary particle physics and history of its creation. SM is a quantum field gauge theory of electromagnetic, weak and strong interactions, which is the basis of the modern theory of elementary particles. The process of its elaboration covers a twenty-year period: from 1954 (the concept of gauge fields by C. Yang and R. Mills) to the early 1970s., when the construction of renormalized quantum chromodynamics and electroweak theory wеre completed. The socio-cultural aspects of SM are explored on the basis of a quasi-empirical approach, by studying the texts of its creators and participants in the relevant events. We note also the important role of such an “external” factor as large-scale state projects on the creation of nuclear and thermonuclear weapons, which provided personnel and financial support for fundamental research in the field of nuclear physics and elementary particle physics (the implementation of thermonuclear projects took place just in the 1950s, and most of the theorists associated with the creation of SM were simultaneously the main developers of thermonuclear weapons, especially in the USSR). The formation of SM is considered as a competition between two research programs (paradigms) – gauge-field and phenomenological, associated with the rejection of the field concept. The split of the scientific community of physicists associated with this competition is going on during this period. It’s accompanied by a kind of “negotiations”, which in the early 1970s lead to the triumph of the gauge field program and the restoration of the unity of the scientific community. The norms and rules of the scientific ethos played the regulatory role in this process. The scientific-realistic position of the metaphysical attitudes of the majority of theorists and their negative attitude to the concepts of philosophical relativism and social construction of scientific knowledge are emphasized. Some features of the history of SM creation are also noted, such as the positive role of aesthetic judgments; “scientific-school” form of research (in the USSR), its pros and cons; a connection to historical-scientific “drama of ideas” with “dramas of people” who made a wrong choice and (or) “missed their opportunities”.

초등 사회 교과서 역사 영역과 중학교 역사 교과서에 나타난 디지털 리터러시 활동 양상

초등 사회 교과서 역사 영역과 중학교 역사 교과서에 나타난 디지털 리터러시 활동 양상

초 중 고등학교 역사 교과서에 나타난 교육 관련 서술

초 중 고등학교 역사 교과서에 나타난 교육 관련 서술

초등 역사 교육과정과 교과서 내용 검토 : 2007 개정교육과정부터 2015 개정교육과정까지

I would like to propose some issues about history education in elementary schools, based on the examination of the positive change and limitations of the national curriculum and textbooks from 2007 to 2015.BR The 2007 national curriculum provided the history education in elementary schools with a forum for active and independent discussion and a formal framework for securing sequence in middle school history education. The textbooks composed of narrative materials and various inquiry activities showed the new possibilities of the structure and the direction of description of history education in elementary schools. In the 2009 national curriculum and textbooks of elementary history, the emphasis on the personal history without specific descriptions and the figures presented in the curriculum were controversial. Most of them were heroic ones and they were intended to emphasize the history of overcoming national hardships and that of national developments. The reduction in history of lives of people did strengthen this intention.BR The 2015 national curriculum as an integrated social studies is also controversial. The thematically integrated social studies is the one that does not consider the inherent characteristics of history education.BR In history education of elementary schools, based on the chronicles, it is necessary to search for the composition of the curriculum, focusing on the thematic history dealing with the stories of the various people who lived in the era and the cultural heritage which can glimpse the lives of the people.

초등 역사에서 논쟁형 토론 학습의 난관과 가능성

초등 역사에서 논쟁형 토론 학습의 난관과 가능성

A Study on Reading Unofficial History in Elementary History Learning

A Study on Reading Unofficial History in Elementary History Learning

A Revolutionary Narrative of European History: Bonneville's History of Modern Europe (1789–1792)

A Revolutionary Narrative of European History: Bonneville's <i>History of Modern Europe</i> (1789–1792)

초등학생의 역사 체험에 기반한 초등 역사교육의 의의와 방향 설정

초등학생의 역사 체험에 기반한 초등 역사교육의 의의와 방향 설정

일제강점기 초등학교 〈역사〉교과서의 ‘아코사건’ 고찰

일제강점기 초등학교 〈역사〉교과서의 ‘아코사건’ 고찰