아동의 그림을 통해 본 공간인지와 조작능력

다국어 초록 (Multilingual Abstract)

This paper purposes to provide a new perspective for better development of geography texts. For this purpose, we have applied spatial cognition development theory to children`s drawings. We have suggested that children`s spatial operation ability has three development stages according to their age: topological space, projective space, euclidean space. This study turns out that Piaget and Inhelder`s spatial concept development theory is on the right track. However, we make clear that their division according to the age is not always accurate due to children`s individual differences. These findings have educational implications as the following: First, it is dubious that most children can understand pictures, pictorial maps and illustrations in the third grader`s textbook. Second, current textbooks require pictorial map understanding and drawing to third grade students and map drawing to fourth grade students. However, according to this study, the placement of these tasks are not fit for children`s developmental stage because both tasks correspond to euclidean space operation. Therefore, we should remove them from the textbook for children at the age.