思考授業過程의 摸索과 地理科에의 適用方案 硏究 = A Study on Modelling of Thinking Instruction Process and on Applying to Geography Education

다국어 초록 (Multilingual Abstract)

Thinking development for learners is recently emphasized as a major purpose in geography education as well as general subject education.
However, it is regarded that most instructions for the improvement of the thinking abilities of students in subject domains are not systematic in point of theories and practices.
In chapter two of this study, the basic concepts of thinking instruction are defined, the thinking instruction theories and the strategic teaching and learning theories are investigated, and finally, the process of thinking instruction to be applied in subject domains is built.
In chapter three, the methodology on the application of the previous thinking instruction process to geography education is developed. The main points are as follows: One is the drawing-up of the thinking element and geography content one integrated model, and the other is the presentation of the concrete examples which the content and strategy integrated thinking instruction and the content-specific one can be executed.
Based on above results, for the improvement of the thinking abilities in subject areas, the content and strategy integrated thinking instruction which the thinking elements are explicitly structured and the content-specific one which the thinking elements are implicitly structured should be systematically executed and especially the content and strategy thinking instruction should be precedently executed.
It is all the more because that the thinking elements are composed of the very complex cognitive and meta-cognitive operations, because that the operations need knowledges and dispositions concurrently, and because that these thinking elements are simultaneously and plurally applied in the daily and normal instructions for the improvement of the thinking abilities of students.
These results are correspondent to the strategic teaching and learning theories based upon neo-Piagetian theories actively studied in cognitive domains recently.
Consequently, the thinking instruction process model of subject domains and the thinking elements and geography content one integrated model pointing to the content and strategy integrated thinking instruction should be the essential mechanisms in the thinking instruction process.
The two models should be verified and complemented by adapting the sequential experimental instructions in the future.