고급 사고력 향상을 위한 초등 사회과 교수·학습 방안 = An Effective Teaching-Learning Model for Developing Higher-Thinking Skills in Elementary Social Studies

다국어 초록 (Multilingual Abstract)

Today, many people think that teachers should spend time teaching thinking skills directly. Some critis, however, argue that time spent teaching thinking skills diverts time from instruction that could be better spent on more purely academic subject matter. In response, some authorities claim that pupils learn academic subject content better when they also receive instruction focusing specitically on thinking skills development.
Metacognition refers to the process people use to monitor their own thinking as they confront problems or dilemas. Several instructional approaches seek to help pupils more carefully monitor their thinking processes. The "thinking aloud" technique, based on the principle of modeling, requires the teachers to verbalize the steps followed in approaching a task similar to the one pupils will be assigned to do. The "visualizing thinking" technique encourages pupils to develop diagrams they can use to take notes that are clearly relevant to an assigned learning task.
Inquiry approaches utilize inductive learning processes. They began by introducing pupils to isolated pieces of informations. Pupils proceed through a series of steps that culminate in their development of an explanatory generalization. General steps in an inquiry lesson are (1) describing essential features of a problem or dilemma (2) Suggesting possible solutions or explanations (3) gathering evidence to test these solutions or explanations (4)
evaluating solutions or explanations in light of this evidence, and (5) develop conclusion based on the best evidence.
Data charts can be used to develop pupils ability to compare, contrast and generalize. They typically feature information displayed in matrix. Pupils use individual cells as they look for patterns, identify similarities and differences, and draw general learners to consider perplexing problems in novel ways. The product of good creative thinking must be both new and useful. Brain storming in one technique teachers use to develop pupil creative-thinking skills.
Critical thinking requires that judgements be made in light of defensible creteria.
Problem-solving techniques are used when issues have "correct", "right" or "most appropriate" answers.
A typical problem-solving lesson includes four steps : (1) identify the problem (2) consider possible approaches to its solution (3) select and apply approaches and (4) reach a defensible solution.
Some problems have several possible solution. The specific decision a person reaches results from considering evidence and values. Decision making lessons can be used in a varity of circumstances in elementary social studies program.

목차 (Table of Contents)

• Ⅰ. 서론
• Ⅱ. 고급 사고력 형성을 위한 수업 전략
• Ⅲ. 메타인지, 탐구 수업에서 피생된 고급 사고력
• Ⅳ. 결론
• Summary
• 참고문헌