As the era changes, new ways of teaching are approaching. One of the new changes is 'Visual Thinking', which has recently been attracting attention as a useful model of activity-based instruction. Beginning with looking at the awareness and experience...
As the era changes, new ways of teaching are approaching. One of the new changes is 'Visual Thinking', which has recently been attracting attention as a useful model of activity-based instruction. Beginning with looking at the awareness and experience of pre-service teachers who majored in history education
about 'visual thinking', this study will examine the practical implications of 'visual thinking' in history education and finally to present basic data on the use and development direction of visual thinking in middle
school history education. During teaching practice, this researcher has conducted both lecture class and activity-based class using visual image. As a result, this researcher has experienced that, in the lecture class, students respond passively, but in active class teaching using visual image, they actively engaged in learning. Through this experience, the necessity of the student-centered knowledge construction class that can lead the students' activities was felt, and this researcher decided that the class model that can help this is 'visual thinking' and proceeded with the following research. First, by analyzing the concept through the previous research on the recent visual thinking class, and confirming the effectiveness of the visual thinking class, in the history class, the educational use phase of the visual thinking class and the positive aspect in educational aspect have summarized. Second, to investigate the perception and experience of pre-service teachers in the history education major, we conducted research using pre-service teachers of history education major including current students and graduates. And the results of the questionnaire were described. Third, visual thinking class is a new teaching method which is not familiar yet, but as a result of survey, pre-service teachers accepted the visual thinking class as a creative and meaningful effective class and found that there was a positive perception about the visual thinking class as a whole. Fourth, in middle school history education, guidelines and experimental research on visual thinking classes are less than other subjects. Thus, in order to solve these problems, examples of classes using visual thinking in history subjects and
layout of student activities were presented. when the pre-service teacher of history education goes to the actual field in the future, it will be a great help to prepare student-centered class to develop students' historical thinking ability and self-directed learning ability. The limitations of visual thinking lesson and improvement items which identified through this study were divided into the learner side and the
instructor side. At first, as a matter to be improved on the learner's side, first, a teacher's demonstration is needed so that students become familiar with the visual thinking technique. Early on, teachers need to demonstrate examples of visual thinking, or show the demonstration, and become familiar with visual thinking, so it is necessary for students to become familiar with visual thinking and to master the activities of drawing. Second, the non-educational factors that can appear in the students' activities and the
pre-instruction of the teachers about the misconceptions are needed. There is a need to instruct students not to draw non-educational pictures for fun out of the learning topic, and the instructor should lead students to have correct historical awareness through pre-instruction. Third, in order to smooth teaching, block time system and various learning tools should be prepared. Through block time, students have enough time for structuring and expressing their learning contents, and if using colored pencils, magic, sign pen, learning cards, tablet pc, multimedia etc., it would be effective to encourage students to engage in class activities with interest. As a matter of improvement for teachers, First, policy promotion of new teaching methods is needed. In the educational aspect of teacher college pre-service teachers, lectures or program development related to various teaching methods should be activated. Second, the development of various materials and textbooks for visual thinking classes is needed. In addition, in order to apply visual thinking to the educational field more effectively, it is necessary to study the development of a sequential class material by historical events or themes. In the future, experimental research that suggests diverse teaching and learning methods that can be a guideline for new teaching methods for teachers should be activated. Third, it is necessary to change the curriculum of teaching subject for pre-service teachers. The current educational field is changing to focus on creativity, critical thinking, communication and collaboration. However, the curriculum of the teaching subject in the College of Education, is still focused on basic academic and theoretical lessons, which are difficult to apply directly to the educational scene. Instructional design methodologies that can be applied directly to the educational field should be included in the teaching subjects of the students of the College of Education. This study introduces visual thinking class which is one of the activity-based classroom teaching methods which is becoming a trend of new educational method through preliminary teacher. And it can be found in that it shows the effectiveness of the visual thinking class and the direction to improve. The researcher hopes that this study will be helpful for the development of historical education using 'visual thinking'.