Taboo게임을 활용한 지리수업이 사고력 신장에 미치는 영향 = Effects of Geography Class Using Taboo Games on Developing Student's Ability to Think

다국어 초록 (Multilingual Abstract)

The purpose of this study is to analyze the effects of geography classes using taboo games on developing student's ability to think, deviating from the traditional geography teaching methods focusing on rote memorization. After playing taboo games in which students explain keyword without using presented taboo words, worksheets of participants were analyzed with interviews to demonstrate what kind of thinking skills are working.

The results of the analyses are as follows.

First, while divergent thinking is applied to students who explain keyword in taboo games, convergent thinking is applied to students who listen to and guess them. Second, students have a tendency to use a variety of direct and/or indirect experiences as well as cross curricular knowledge in order to explain keyword without using taboo words.
Third, students seems to improve critical thinking ability through taboo games. When other groups explain keyword to them, students have a more highly objective and critical evaluating ability than they explain them to other groups.
Fourth, during the game metacognition is employed that can distinguish the knowledge that he knows from that he doesn't.
Fifth, students try to understand what he doesn't know or a new one by investigating or asking questions to peers or teachers. This implies that self-directed and student-centered learning will take place in the class using taboo games.

Based on the above analyses, the following is suggested for the purpose of developing students' thinking ability.
First, it is likely that students' thinking ability will be more enhanced when students make their own taboo cards and play with them than when teachers provide the cards with them.
Second, in order to distinguish taboo games from speed games, more discussions and Q&A sessions should be needed for questionable as well as incomprehensible explanations. Finally, teachers are required to correct and supplement misconceptions or imperfect parts.

목차 (Table of Contents)

• 제1장. 서 론 1
• 제1절. 연구의 필요성 및 목적 1
• 제2절. 연구방법 및 연구의 한계점 2
• 제2장. 이론적 배경 4
• 제1절. 구성주의 4
• 1. 객관주의와 구성주의 4
• 2. 구성주의의 교수-학습 원칙 6
• 제2절. 게임수업 8
• 1. 게임의 정의와 게임수업의 특성 8
• 2. 게임 학습의 조직형태 8
• 3. 지리수업에 게임을 적용한 사례 연구 10
• 4. Taboo게임 11
• 제3절. 사고력의 정의와 유형 19
• 1. 사고력의 정의 19
• 2. 사고력의 유형 19
• 제3장. Taboo게임수업의 계획과 적용 24
• 제1절. 수업계획 24
• 1. Taboo게임수업의 모형 24
• 2. 단원의 핵심개념 및 용어의 추출 27
• 3. Taboo카드 제작 29
• 4. Taboo카드의 정교화 과정 32
• 제2절. 수업의 적용과 분석 35
• 1. 중단원별 Taboo게임 설명 및 정답 분석 35
• 2. Taboo게임수업에 대한 학생 반응도 분석 96
• 제3절. Taboo게임수업과 사고력 99
• 1. Taboo게임수업과 수렴적 사고 99
• 2. Taboo게임수업과 확산적 사고 101
• 3. Taboo게임수업과 의사결정력 103
• 4. Taboo게임수업과 비판적사고력 105
• 5. Taboo게임수업과 메타인지 108
• 제4장. 결론 및 제언 110
• [참고문헌] 113
• [ABSTRACT] 119