經濟體制 槪念의 敎授-學習 方法 硏究

Abstract

The present study aims two parallel goals: to compare the effectiveness of three strategies for teaching the concept of economic system and to make some meaningful suggestions on the teaching of concepts in social studies. To be concrete, two main questions to be answered are as follows: First, What are the characteristics of teaching the concept of economic system?" Second, Which is the most appropriate instructional model considering the given characteristics?" To answer these questions, three experimental groups-attribute model, prototype model, social context model-are compared, with the control group using the conventional approach. The sample consists of 170 second-grade junior high school boys. The treatment for all groups is carried out over 2 weeks. The instrument used in the study is the economic system concept formation test. One-way ANOVA (four treatment conditions including a control group) results in significant effects. The results indicate that (a) the attribute model, the

prototype model, and the social context model produce a significant greater test score than that of the conventional approach, and that (b) the social context model produces a significant greater test score than those of the others. As the implications of teaching the economic concept, this study suggests that (a) in teaching economic concept, the social context-centered approach is a good thing, and that (b) the consideration of epistemological characteristics of a concept is able to contribute greatly to a good concept-learning. Through this study, especially, we find that the characteristics of the concepts in social studies topics playa decisive role in the determination of the instructional model. This study will contribute to the improvement of the learning and instruction in a Korean economics lesson and make a new attempt at the instructional research.