초등 교사가 인식한 사회과 수업환경과 논쟁문제 수업 = Effects of Classroom Thoughtfulness on Issue-centered Instructions in Elementary Social Studies

다국어 초록 (Multilingual Abstract)

The aims of this study was to investigate three questions. First, does the classroom thoughtfulness effect on the teacher`s perception about the possibility of issue-centered instructions in elementary social studies? Second, does the classroom thoughtfulness effect on the teacher`s perception about the selection references of issues? Third, does the classroom thoughtfulness effect on the teacher`s support of issue-centered instructions? The self-reported questionnaire were used for data collection, and the samples consisted of 250 elementary teachers in Gyeonggi and Incheon. The results of data analysis are as follows: 1) The higher the classroom thoughtfulness was, the more positive the teacher`s perception about the possibility of issue-centered instructions in elementary social studies was. But statistically the effect was not significant. 2) The higher the classroom thoughtfulness was, the higher the teacher`s perception score about the selection reference of issues was. And the effect was statistical significant. 3) The classroom thoughtfulness effect on the teacher`s support of issue-centered instructions positively, and the effect was statistical significant.