역사학습에서의 만화자료 활용 = Using Cartoons in History Classes

다국어 초록 (Multilingual Abstract)

This thesis research how to overcome students' loss of motivation and thinking abilities from the pressure of examinations or curriculum set-up by using cartoons as study materials in class. This thesis is tested through an experimental study.
In chapter two, previous researches on the use of cartoons in classes are studied in order to examine the concept, value and applications of cartoons in education, especially of history. Then, the theories developed from chapter two are tested by being practised with middle school students and high school students both in second grade, as accounted for in following chapter three. After conducting those classes, those students complete a questionnaire. The cartoons that we used in classes are one-strip cartoons which can be effectively used in history classes. And Included an activity that students actually draw the one-strip cartoons with the content of the lesson. The reason for containing this activity in the research is that there was a previous investigation already which let the students actively draw the cartoons. And it proves that to use this activity was very helpful to advance their understanding and capability to express their ideas. Lastly, chapter four analyzes the results of the activities and questionnaires. Besides it examines both problems and solutions by using cartoons in history lessons.
As a result, this study obtains the following conclusions.
First of all, the use of cartoons make the content of lessons more comprehensible. To use visual substances rather than just written language make the overall flow of history and the core content of the lesson more receptive for the students.
Secondly, using cartoons in classes elicited students' interest. By using factors they are often exposed to and interested in, it is easy to lead them to become absorbed in the lesson itself.
Thirdly, the activity that students draw cartoons allows them to summarize what they learned in the lesson. It offers an opportunities for students to sum up the content into cartoon themselves, rather than passively listening to the explanation of the teacher. Although the activity is new to most of the students, all of them show active participation.
Lastly, using cartoons seem to be effective in improving students' thinking and expressive abilities. Analyzing the cartoonist's purpose underlying the cartoons by involving students through questions and answers enable them to use their cognitive abilities more actively. Even for students who have trouble with drawing cartoons themselves, by having them analyze existing cartoons done by others, a similar result could be reached.
In order to use cartoons more effectively in history classes, a positive attitude towards cartoons as well as efforts to search and organize cartoons into useful resources would be necessary. Also, a continuous research in how to present cartoons in classes, how to divide class time, how to use as much as material, and how to explain them appropriately is necessary.