영국의 사회적 쟁점 수업 연구의 최근 동향과 시사점 = A Systematic Review of Recent Researches on Teaching Controversial Issues in the UK: Implications for Korean Social Studies Education

다국어 초록 (Multilingual Abstract)

Until today, no Korean scholar has reviewed in a systematic way recent researches on teaching and learning of controversial social issues in the UK. This paper systematically analyzed and synthesized researches on teaching and learning of controversial social issues conducted last ten years in the UK, and drew out their implications for Korean social studies education. Through a systematic review methodology, the author reviewed a total of 12 research articles published in academic journals, in terms of backgrounds and focuses of the studies, research design and methods, social issues taught in classrooms, and the main findings of the studies. According to the findings of this systematic review, the British educators taught various controversial social issues in order to promote democratic citizenship, and develop students’capacities for conflict resolution and sustainable development. Based upon the findings of this systematic review, the author discusses their implications for the Korean social studies education in terms of curriculum development, teacher education and professional development, educational policy, and research methods.

국문 초록 (Abstract)

이 연구는 지난 10년 동안 영국에서 수행된 사회적 쟁점 수업에 관한 실증적 연구 논문들을 체계적으로 고찰하고, 나아가 이것이 우리의 사회과교육에 주는 시사점을 도출하였다. 체계적 문헌고찰의 방법을 통하여, 이 연구는 학술지에 게재된 총 12편의 연구 논문들을 연구의 배경 및 초점, 연구 방법, 수업에서 다루어진 주요한 사회적 쟁점들, 그리고 주요 연구결과의 측면에서 상세하게 분석하고 종합하였다. 이 체계적 문헌고찰에 따르면, 영국의 교육자들은 학생들에게 민주시민성을 함양하고, 갈등해결 능력을 배양하고, 그리고 지속가능발전을 위한 자질을 연마하기 위하여 사회적 쟁점들을 가르쳤다. 이러한 영국의 사회적 쟁점 수업 연구들이 우리에게 시사하는 바는 첫째, 초등·중등 학교의 사회과 교육과정에서 사회적 쟁점들이 비중있게 다루어져야 하고, 둘째, 사회적 쟁점 수업에 능숙한 사회과 교사를 양성할 수 있도록 교원양성 교육을 비롯한 전문성개발 체계를 갖추어야 하며, 셋째, 수업에서 논란이 있는 사회적 쟁점에 관한 사회과 교사의 견해 표명과 관련한 명확한 관련 법률과 교육과정 지침이 마련되어야 하며 마지막으로, 사회적 쟁점 수업에 관한 다양한 질적 연구들이 수행되어야 한다는 것이다.

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