쟁점 중심 사회과 토론수업이 중학생의 정치적 효능감에 미치는 영향 = (The) effect of issues-centered debate on Middle Schoolers' Political Efficacy in social studies classroom

다국어 초록 (Multilingual Abstract)

Democracy can’t be developed itself without assuming citizens' active participation. The progress of democracy demands its citizens' full-fledged commitment. This participatory commitment will beget political virtue, as political virtue is the paradigm of the fully democratic state that is built on the collaboration and responsibility of its citizens. Accordingly, it is natural assumption that the education of social studies, which aims at upbringing of desirable democratic citizens, should cultivate this political virtue.

On this assumption, that we can foster political virtue through the discussion class focussed on a point at issue, this thesis aims to study the efficacy that the discussion class of social studies influences political virtue of middle school students.

For this study, discussion classes were carried out with 218 subjects, chosen from 240 Third Grade students at an all male middle school, situated in Jincheon, Chungbuk. This study was conducted from November 16th to November 29, 2009. Out of the 218 students responding to the question, through surveying the respective political efficacy before and after the discussion, 204 students (excluding the students giving an insincere answer) were a final object of this study.

The surveying instrument was the scale for political efficacy used in the study of Park Sang Ho(2005) and Kim Byeong Neon(2008). The analysis of the materials was put into practice through Paired sample T-test using the statistical program SPSS WIN 12.0 version.

The conclusion of this study runs as follows:

First, the discussion class focussed on a point at issue that had a profound significance in improvement of middle schoolers' political efficacy. It is analysed that such a political efficacy increased through learning will be effective in the formation of the students' active consciousness of participation and collaboration.

In Addition, when the political efficacy was analysed through the classification of two categories, it showed a meaningful effect of improvement in the internal political efficacy. On the other hand, external political efficacy declined. I came to have confidence that the students became optimistic that they are able to influence the political process through these discussion classes, but I noted that this new found political self efficacy raised fears of how Government authorities might respond to personal demands amongst the students. A more detailed successive study is necessary to study this factor of decline in external political efficacy.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 및 문제 제기 1
• 2. 연구 목적 및 연구 문제 4
• 3. 연구의 의의 및 제한점 6
• Ⅱ. 쟁점 중심 사회과 교육의 위상과 의의 8
• 1. 쟁점 중심 사회과 교육의 특징 8
• (1) 쟁점 중심 사회과 교육의 역사적 흐름 8
• (2) 쟁점 중심 사회과 교육의 원리 11
• (3) 쟁점 중심 사회과 교육의 특성 14
• 2. 쟁점 중심 사회과 토론 학습의 의의 20
• (1) 쟁점 중심 사회과 교수 - 학습 방법의 특징 20
• (2) 쟁점 중심 사회과 토론 학습의 정당성 22
• (3) 쟁점 중심 사회과 토론 학습의 효과 24
• Ⅲ. 시민성 함양의 핵심으로서의 정치적 효능감 26
• 1. 정치적 효능감의 의미 26
• 2. 정치적 효능감의 분류 30
• (1) 내재적 정치 효능감 31
• (2) 외재적 정치 효능감 32
• 3. 사회과 목표로서의 정치적 효능감 33
• Ⅳ. 연구방법 36
• 1. 연구 대상 36
• 2. 측정도구 36
• 3. 쟁점 중심 토론 수업의 운영 39
• 4. 자료의 분석 방법 42
• Ⅴ. 연구 결과 및 해석 42
• Ⅵ. 결론 48
• 참고문헌 52
• ABSTRACT 56
• [부록1] 쟁점 중심 토론 수업을 위한 교수 - 학습 과정안 59
• [부록2] 정치적 효능감 측정도구 67