韓国小学校社会科の授業分析と子どもの概念変容 : 概念の獲得をめざす5年授業「地方別家の形の差異」を事例に

Lesson Analysis of Social Studies in Korean Elementary School and Children's Conceptual Change : On Case of a Conceptual Learning of "Difference in the Form of the House According to District"

Lee Jung-Hi

広島大学大学院教育学研究科紀要. 第二部, 文化教育開発関連領域

Bulletin of the Graduate School of Education, Hiroshima University. Part. II, Arts and science education

This study aims to analyze the lesson of conceptual learning; focusing on a lesson of the social studies in an elementary school in Korea. It is intended to clarify the process of children's conceptual change in terms of the theory of the alternative framework proposed by Hallden (1994). As a result, the four points were emerged below: Firstly, the lesson plan was based on the geographical concepts which were scientific and systematic. Secondly, throughout the lesson, the children inquired for the concepts independently, while the teacher encouraged them to involve the activity. Thirdly, the children did not merely receive the concepts, but they acquired the systematic concepts throughout scientific process. Fourthly, the lesson was constructed in order to change alternative framework of children into more scientific one.

Korea

elementary social studies

lesson analysis

conceptual framework

conceptual change

韓国

小学校社会科

授業分析

概念的枠組み

概念変容

Education [ 370 ]

jpn

広島大学大学院教育学研究科

[ISSN] 1346-5554

[NCID] AA11618725