초등학생의 정치,사회적 이슈 대화 및 토론 경험 분석: 청소년 시민성 교육에의 시사점 = An Analysis of Elementary School Students` Experiences Participating in Conversations and Discussions on Political and Social Issues -the implications for citizenship education

다국어 초록 (Multilingual Abstract)

The purpose of this study is to provide insights to the field of adolescent citizenship education by analyzing elementary school students`` conversations on political and social issues and their experiences participating in discussions on those issues. As concrete research questions, the following queries guide this research: what kinds of issues elementary students regard as important in their lives, where they obtain information on those issues, with whom they have conversations, and how they react while engaged in conversations and discussions on those issues. In order to conduct this study, we analyzed the issue notes and questionnaires recorded by 154 fifth and sixth graders using mixed method. The major findings are as follows: first, elementary school students tend to regard the Sewol ferry disaster, North Korea-related issues, and school violence-which are timely and threatening in their daily lives-as important topics for conversations and discussions. Second, the elementary school students discuss issues with their families and friends based on information they obtain from mass media. Third, less than half of the research participants have participated in conversations and discussions on issues, and some of the students tend not to provide their opinions in the conversations and discussions in which they participate. Fourth, students decide whether to speak or stay silent inconversations and discussions on issues according to their judgment on their feelings and knowledge about the issues, their expectations of the conversation or discussion, and their evaluation of interactions with other conversation or discussion participants. Based on this analysis, we suggest providing elementary school students with more chances to participate in conversations and discussions on political and social issues, rethinking the roles of schools and teachers in encouraging young students to participate in such conversations and discussions, and investigating the silence of students in conversation and discussions on political and social issues as observed in this study.

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