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KCI등재 학술저널

미국사의 렌즈로 바라보는 세계사

미국 학생들의 세계사 이해의 특성

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In this study, I examined how U.S. middle school students made sense of a variety of topics from world history. For this study, I conducted qualitative, task-based, small group interviews with 66 sixth and seventh grade students. Findings are as follows. First, students often mixed content knowledge from U.S. history into their understanding of world history. Second, students appropriated a narrative theme of ‘progress’—a sociocultural tool for understanding U.S. history—to structure world history knowledge. Finally, strong beliefs in the greatest United States were embedded in students’ world history narratives. Overall, it is found that narratives that served as sociocultural tools in students’ reasoning about U.S. history were found to wield significant influence over their understanding of world history topics. These findings suggest that students’ understandings of world history are contradictory to the purposes of world history education. Therefore, it is important that students are provided a variety of tools, such as historical inquiry, in order to develop more complete and nuanced historical understanding.

Ⅰ. 서론

Ⅱ. 이론적 배경 및 연구 방법

Ⅲ. 미국 학생들의 세계사 이해의 특성

Ⅳ. 학생들이 가진 오개념의 근원과 맥락

Ⅴ. 제언 및 결론

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