본문 바로가기
  • Home
Basic Search

A Study on the 3rd grade Sense of Place according to the 2015 revised Elementary Social Studies Curriculum-Focusing on Mental Map Working

  • Journal of Studies on Schools and Teaching
  • Abbr : JSST
  • 2019, 4(1), pp.35-62
  • DOI : 10.23041/jsst.2019.4.1.003
  • Publisher : Education Research Institute at CNUE
  • Research Area : Social Science > Education
  • Received : January 31, 2019
  • Accepted : February 26, 2019
  • Published : February 28, 2019

Kim, JeongWan 1

1제천 신백초등학교

ABSTRACT

This study was designed to find out how to apply effective classes of sense of place and mental map working introduced in Unit 1 of the 3rd grade in the 2015 revised curriculum according to the revised elementary social studies, and to provide directions to effectively implement the goals intended for snese of place learning in the course of education at the actual site. The results of the study are summarized as follows: First, sense of place learning is a subject that is appropriate to the level of development of learners. A sense of place was introduced in the 2015 revised curriculum. In case of location learning, it was composed of public geographical area learning after dealing with a private geographic areas. This will help learners to extend the level of region, which is wider than the village level. Second, a mental map drawing activity is an activity that is free to express a learner's sense of place. The mental map drawing activity does not have the same frame that the learner is required to do. Learners don't need to paint and writing down sense of place is a significant activity. Third, after learning the village, it was effective to introduce the region. After dealing with the village in this study, the region was dealt with, and it was easier to reach the learning goal. Fourth, the definition of a malfunction presented in the textbook needs to be changed to suit the learner. The definition of a place where people live can include apartments, schools, and villages for learners. Therefore, it is necessary to define terms that reduce ambiguity and fit the class with social studies. In addition, Teachers need to think about how to deal with the gap between the actual administrative district and the region area that comes to mind when they are working on mental map drawing. Fifth, it was possible for learners to form a central class. Mental map drawing activities begin with a learner's individual and take place as a process of sharing among learners. In the course of this process, a learner, not a teacher, stood at the center.

Statistics

  • 346 Viewed
  • 188 Downloaded

Tools

Issue List

Citation status

* References for papers published after 2023 are currently being built.

Basic Search Advanced Search