SNS를 활용한 사회과 토론 수업 모형 개발 및 적용 = Development and Application of Discussion-Based Teaching Model for Social Studies Using SNS

다국어 초록 (Multilingual Abstract)

This paper aims to validate the effects of SNS as one of educational media for discussion-based instruction model for social studies. SNS is considered as one of the most familiar media to students. As utilizing SNS in the discussions classes of social studies, this paper could confirm students were actively engaged in the whole process from the preparation of each class and the exchange of feedback after discussion. In addition, these students' participation showed qualitative development gradually. In particular, when the teacher stimulated students' competitive spirits to actively develop their opinions, the discussion class using SNS came to be more energetic beyond expectation. The results of using SNS in the discussion class of social studies can be summarized as follows.
First, the discussion-based social studies class using SNS is effective in the sense that students can improve their appropriate attitude of discussion based on the basic knowledge on SNS softwares. While SNS, including Facebook and Twitter, is filled with baseless information and malicious comments, using SNS in discussion classes is expected not only to bring educational effects, but also to overcome the cultural lag on web-based communities.
Second, by using SNS, students can be more actively engaged in the discussion process, interactively exchanging their opinions. In class using conventional teaching models, students tend to rely on the teacher's one-directional lecture. Even when they have a discussion class, it is usually led by a few active students. However, in class using SNS, much more students develop their opinion more actively, because most of them are familiar with SNS-based communication.
Third, the discussion class using SNS contributes to the improvement of students' democratic awareness. Democratic awareness usually means the capacity of high order thinking, including critical thinking, creative thinking, and problem solving competence. For instance, as verified in Chapter Ⅳ, all the students participated in the discussion class using SNS showed the significant correlations between the improvement of democratic awareness and academic achievement. In addition, students can improve the competence to suggest their various opinions and alternatives on social problems and current affairs through the discussion class using SNS. Once students were familiar with the pattern of discussion class, they tried to do further studies on the discussion topics by themselves. In summary, students can improve their high order thinking and democratic awareness throughout the discussion class of social studies using SNS.
Fourth, the discussion class of social studies using SNS is significant in the sense that it leads to logical-descriptive sentence-based learning methods rather than focusing word memorization. Even though social studies require students to be accustomed to certain concepts before learning more general knowledge, the learning goals should be extended beyond memorizing concepts to reach the ultimate goal of this subject, namely, to cultivate democratic citizens. For that reason, in social studies classes, students should be guided to express their opinions by logical-descriptive sentences. Using SNS can be a good strategy to help students easily follow this process.
Overall, the discussion-based teaching model using SNS helps students to be actively engaged in class, providing sustainable and practical learning environments.

목차 (Table of Contents)

• Ⅰ. 서론
• 1. 연구의 필요성 1
• 2. 연구문제 2
• Ⅱ. 이론적 배경
• 1. SNS와 그 활용 4
• 가) SNS와 학습 4
• 나) 우리나라의 SNS 활용 현황 7
• 2. SNS를 활용한 교육 10
• 가) SNS를 활용한 교육의 장점 10
• 나) SNS를 활용한 교육의 단점 14
• 3. SNS 시민교육의 필요성과 목적 17
• 가) SNS 시민교육의 필요성 17
• 나) SNS 시민교육의 목적 18
• Ⅲ. SNS를 활용한 찬반 토론 수업 모형 설계 및 적용
• 1. 수업 모형 성찰도구로서의 SNS의 역할과 분석틀 21
• 가) 수업 성찰 도구로서의 SNS 21
• 나) SNS 활용 수업의 활동 분석틀 22
• 2. SNS를 활용한 사회과 찬반 토론 수업 모형 설계 24
• 가) SNS 활용 수업과 모둠별 학습의 전개 24
• 나) SNS 활용 수업의 각 단계별 내용과 절차 26
• 다) SNS 활용 수업의 토론 유형 36
• 라) 토론 단계(5단계)에서의 실제적 수업 형태(토론 기법) 제시 38
• 마) 토론 판정 및 평가 42
• 3. SNS 활용 찬반 토론 수업 연구 실행 계획 44
• 가) 연구 대상 및 기간 44
• 나) 연구 내용 및 절차 45
• 다) 연구 방법 46
• 4. SNS를 활용한 사회과 찬반 토론 수업의 실행 및 수업지도안 46
• 가) 연구 실행 목표 46
• 나) SNS 수업 자료 선정․활용 47
• 다) SNS 활용 찬반 토론 수업을 위한 연간 지도 계획 수립 및 지도안 50
• Ⅳ. SNS 활용 찬반 토론 수업 모형의 검증과 평가
• 1. SNS 활용 찬반 토론 수업 연구 결과의 검증 57
• 가) SNS를 활용한 찬반 토론 수업과 사회과 시민교육과의 상관관계 57
• 나) SNS를 활용한 찬반 토론 수업에 대한 학생들의 인식 조사 60
• 2. SNS 활용 찬반 토론 수업 연구에 대한 평가 66
• Ⅴ. 결론
• 1. 연구결과 요약 68
• 2. 연구의 한계 및 문제점 70
• 3. 향후의 연구를 위한 제언 72
• 부록 74
• 참고문헌 83
• 영문초록 84