중학교 교실에서 사회적 쟁점을 활용한 Engle-Ochoa 모형 효과 = A Study on the Engle-Ochoa Model Effect Applying Social Issues in Middle School Classroom

다국어 초록 (Multilingual Abstract)

This study aims to design the Engle-Ochoa model which is the Issues-Centered Discussion Instruction(ICDI) model and to verify that, in social studies class, it has better effects on higher level thinking than the Lecture-Centered Instruction(LCI) one, when we teach social issues. For this, this study tries to verify what effects the ICDI model has on higher level thinking in accordance with different academic ability levels of students. This study is based on the following hypotheses; First, The ICDI group will get higher scores on higher level thinking than the LCI group. Second, The effect of the ICDI model on higher level thinking will not be affected by academic ability levels of students. In the model created to verify the hypotheses for this study, independent variables are the teaching model(issues-centered teaching, lecture-centered teaching) and the academic ability levels of students(higher group, medium group, lower group), and dependent variables are the scores of higher level thinking. To verify the hypotheses, 283 middle school students of 8 classes of the first grade, which is located in Mapo-Gu, Seoul, are chosen as the subject of study. After a pretest, divided into the experimental group and the controll group, they had been taught about social issues for 4 weeks. Through a statistical package program, SPSS/PC(Version 10.0), t-test and ANOVA analysis were performed to analyze the result of teaching, to which the ICDI model was applied, and its effect. The result of this verification is as follows; First, the ICDI group got higher scores on higher level thinking than the LCI group(p<.05). Second, there was no significant effect of interaction between teaching the ICDI model on higher level thinking and academic ability levels of students(p>.05). These results indicate that the ICDI model was more effective than the LCI one for teaching social issues, and also the effectiveness of the ICDI model has nothing to do with the academic ability levels of students. Above all, when teaching social issues based on the ICDI model in secondary social classes, these results suggest that the ICDI model is more effective for developing higher level thinking than the LCI model.

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