역사 실질 지식 연구의 동향과 과제

李少恩

doi:10.18622/kher.2022.12.164.81

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저널정보

역사교육연구회
역사교육 학술저널
歷史敎育第164輯
2022.12 81 - 120 (40page)
DOI : 10.18622/kher.2022.12.164.81

저자정보

李少恩 (慶熙大)

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This article reviewed various works on historical substantive knowledge. With a social realist perspective on knowledge and curriculum, a new interest in historical substantive knowledge was examined. This article also investigated how historical substantive knowledge was addressed when discussing history education in Korea. In addition, empirical studies on historical substantive knowledge were reviewed, and the role and value of the historical substantive knowledge in students’ historical understanding were explored.
Although historical substantive knowledge occupies an important position in historical education, historical substantive knowledge has been regarded as an object to be memorized or as background information for performing general skills. However, a recent discussion on knowledge of historical substance has emphasized the need to view historical substantive knowledge as something derived from a rigorous historical investigation. Also, it is suggested that it is crucial to thoroughly examine students’ understanding of historical substantive knowledge.
To do so, it is necessary to examine how historical substantive knowledge are interwoven with second-order concepts of history, and how this understanding appears as a ‘usable’ big picture for students. At the same time, it is suggested that further studies continued in the future.

#역사 실질 지식 #역사 2차 개념 #사회적 실재주의 #학생들의 역사적 이해 #교육과정 #Historical Substantive Knowledge #Second-Order Concept #Social Realism #Students' Historical Understanding #Curriculum