이 연구는 인터넷을 활용한 ‘작은 역사가’ 되기 수업의 현장 활용 방안을 모색해 본 것이다. 이를 위해 인터넷을 활용한 ‘작은 역사가’ 되기 수업의 논리와 과정을 검토해 보고 실제 수업 속에서 나타나고 있는 학생들의 활동들을 분석해 보았다. 그 결과 지식을 스스로 탐구해 가는 ‘작은 역사가’들이 인터넷을 활용하여 능동적인 지적 활동을 수행하고 있음을 알 수 있었다. ‘작은 역사가’들은 역사적 주제를 서술하기 위한 가설을 만들고 여러 자료들을 직접 수집하고 해석하여 과거의 사건들을 서술하고 있었다. 그리고 탐구 활동을 토대로 이루어지는 ‘작은 역사가’들의 서술 활동은 매우 의미 있는 사고의 과정을 보여주고 있었다. 이 수업을 현장에서 효과적으로 활용하기 위해서 교사는 학생들의 활동에서 나타나고 있는 사항들을 알고 학습을 유도하기 위한 역할에 충실해야 한다. 인터넷을 활용한 ‘작은 역사가’ 되기 수업은 학생들의 역사적 사고력의 신장에 도움이 된다. 그리고 학습자 수준에서 행해진다는 측면에서 탐구 학습의 활용 범위를 확장시킬 수 있다.

The purpose of this study is to find application methods of the lessons for being ‘a little historian’by using the Internet. For doing this, the logic and process of the lessons for being ‘a little historian’by using the Internet was examined. In addition, students’ activities in the lessons were analyzed. As a result, it appears that little historians make a hypothesis to describe historical subject, gather and analyze informations, and describe historical events. It is shown as significant thinking process which is little historians’ describing activities on the basis of inquiry activities. To apply this lesson into practical classes, teachers should consider as follows: First, students should fully understand what a little historian’s activity is. Second, they should have critical thinking of information obtained from Internet. Third, they should know that historical descriptions are on the basis of facts. Therefore, teachers should be aware of these three principles and play a role as a supporter. In particular teachers should contact to students frequently during a class and give enough advice about little historians’ activities. In this process, relationship between teacher and students is important. The lessons for being ‘a little historian’by using the Internet help students to improve their historical thinking. Furthermore it can be applied easily due to same level of the inquiry method with learners.

The purpose of this study is to find application methods of the lessons for being ‘a little historian’by using the Internet. For doing this, the logic and process of the lessons for being ‘a little historian’by using the Internet was examined. In addition, students’ activities in the lessons were analyzed. As a result, it appears that little historians make a hypothesis to describe historical subject, gather and analyze informations, and describe historical events. It is shown as significant thinking process which is little historians’ describing activities on the basis of inquiry activities. To apply this lesson into practical classes, teachers should consider as follows: First, students should fully understand what a little historian’s activity is. Second, they should have critical thinking of information obtained from Internet. Third, they should know that historical descriptions are on the basis of facts. Therefore, teachers should be aware of these three principles and play a role as a supporter. In particular teachers should contact to students frequently during a class and give enough advice about little historians’ activities. In this process, relationship between teacher and students is important. The lessons for being ‘a little historian’by using the Internet help students to improve their historical thinking. Furthermore it can be applied easily due to same level of the inquiry method with learners.

using the Internet, a little historian, inquiry method, doing history, historical thinking