발화사고법에 나타난 초등학생과 중학생의 지리적 사고 특징: 의미연결망 분석을 중심으로

The purpose of this study was to analyze geographical thinking characteristics of elementary and middle school students in the think aloud method. For this purpose, elementary school and middle school students with a common curriculum were selected as collection targets using the Speech Thinking Method. Collected data were analyzed using a semantic network. Characteristics of geographic thinking were as follows. First, in the process of solving the survey problem, elementary school students had a high rate of distributed thinking and middle school students had a high percentage of relational thinking. In addition, elementary school and middle school students showed high attempts to intuitively interpret the meaning of the term itself rather than reasoning based on geographical causality for common difficult terms. In the process of solving a relatively low difficulty survey problem, elementary school students made errors in the process of thinking about where geographical facts or phenomena were distributed, while middle school students made errors in the process of interpreting causal factors for geographical facts or phenomena. has occurred. In the process of solving a relatively difficult survey problem, elementary and middle school students in common tended to avoid attempts to elaborate geographical causality because they fell into fixed learning contents. In particular, middle school students showed a higher level of fixation on contents of early learning than elementary school students.