역사이해력 향상을 위한 감정이입적 역사 학습 프로그램 개발 : Emphasis on the 6th Grade Social Studies Curriculum = A Elementary History-Learning Program with Empathy

다국어 초록 (Multilingual Abstract)

In history, it has been called that empathic understanding is a trial to come in the mind of bygone people. It could also be said 'empathic history-understanding', which has an appreciative eye with the viewpoint in the very time, not with contemporary one.
However, nowadays, most of our history class has just been used for memorizing fragment knowledge. Hence, these history classes are accepted as tedious and meaningless lessons.
Therefore, this study has started on the purpose to improve historical understanding by developing history-learning program with empathy, which stands on the basis of imaginary insight, focusing on children group age 13, the final grade in elementary school. This program can let children have familiar experience about life and history in the past.
It has also developed a learning procedure about empathy based on previous related studies. That is to tell flows, as one of the methods for learning history, to learn history with empathy in fixed idea-empathy in general-empathy in context-in this order.
The empathy in fixed idea is to examine meaning and influence of events in history from the contemporary viewpoint and the empathy in general can also be regarded as an attempt to get in the very time of the history. It may need more coherent consideration and the process to attempt historical empathy more authentically. The empathy in context means the critical and appraising aspect. Hence, it could be estimated the completion of basic-elementary school level-understanding of history.
In order to prove effect of this program, pretest and post-test measurement in the same group has been used. It is for analysing the effects of this program from quality-based viewpoint. The equivalent-test reliability analysis has also performed with other group, which has similar social, economical, studying capabilities in the same community, by taking pretest and post-test. Consequently, it obtains .9579 reliability coefficient and has been proved that this test has relatively high level reliability.
In this study, I would consider the significance of history understanding, based on the concept of history understanding and theoretical results. Then, the stage of empathy, which is based on results by preceding studies, has been fixed and developed as the sample class in this stage. In addition, I would present a scheme to improve historic understanding by empathy.
In this stage, I would try to use easier history-learning method for empathy such as imaginative writings, drawings, speaking, assumed talks, history-paper making and historical roll playing. Moreover, I would also make this program focus on the application of learning method, which is shown in the evaluation for 7th textbook. This study, as an experiment for 7th textbook evaluation, has been carried out with 40 children in age 13. Each test has lasted for 70 minutes and total six tests have operated with chapter 2'-the way towards modern society.
After six tests, with the level of teacher reference, and pretest, this program has put into and post-test has operated to verify usefulness of this program. This pretest and post-test have been made for the purpose to estimate synthetically history understanding and each test consists of two parts, ability for historic empathy and evaluation of recognition.
I would expect the decrease of learning difference as an indirect effect of history learning program by empathy. Hence, I would compare learning improvement after dividing into three group, group A, B, C, with total score from the top to the bottom previously.
Additionally, the performance assessment by teachers keeps pace with self-assessment by children for the analysis of process. The analysis for process has been managed SPSS/WIN statistical program, then, the result has been examined with dependent sample t-test.
After operating this program for improving history understanding based on empathy, there is meaningful difference between pretest and post-test in general history-learning ability including empathic history understanding area, historical facts and concept knowledge. The difference shows in scope .05 of significance level as .000 significance probability. In addition, compared to average on a maximum scale of 60 points, there is 7,825 points increase after operating program.
It could reasonably accepted that this program contributes the improvement of learning ability based on empathy and historical knowledge for children.
Furthermore, there is significant difference in the most of leveled group A, B, C, which are sorted for proving results. Especially, group B and C have showed more prominent progress. Therefore, it could be understood that this program will service to make solution to smooth learning difference.
In conclusion, empathic history-learning method would make children approach lives in the past and improve ability of empathy. In consequence, there is remarkable progress from the standpoint of concept recognition and historical facts.