초록 열기/닫기 버튼
The purpose of this study is to investigate the effects of critical thinking skills on the courses of argumentative history writing for pre-history teachers. For this purpose, this study employed two research methods, including a comprehensive literature review about the meaning of logic and argument, structure of argumentation, and standards of critical thinking as well as an analysis of argumentative essays written by pre-history teachers. The results revealed that the argumentative history writing skills were closely related with the critical thinking skills. After the students learned how to write argumentative essays on history, they could clearly recognize historical problems exposed in historical texts or information, critically analyze and/or interpret historical facts or information related the historical problems, and logically use the fact or information as an evidence to support alternative solutions. Most of the targeted students showed their changes on the improvement of critical thinking skills in their argumentative essays in terms of self-regulatory judgment, which uses reasoned consideration to evidence and produces alternative perspectives. This study concluded that students need to learn knowledge and skills of how to write an argumentative writing which requires the rational communication among the people who have different beliefs or values on history.
키워드열기/닫기 버튼
Logic, Argument, Structure of Argumentation, Argumentative History Writing, Standard of Critical Thinking, Pre-History Teachers’ Argumentative Writing Course
