공공쟁점 토론과정에서 중학생이 채택하는 법적 관점의 분석

An analysis of the intellectual processes of middle school students' legal perspective takings on the public issues from the viewpoint of legal development theory As issues-centered social studies is criticized in practice, one of the criticism is related with learner's preparedness. One of the important approach on issue-centered social studies is Public Issue or Jurisprudential approach. As Public Issue is base on the learner's cognition of value and morality, it is important whether we have information about learner's cognition of moral dilemma or value conflict. The legal cognitive development theory may offer an acceptable information about learner's cognition of value and morality. The purpose of this study is to reveal characteristic of learner's understanding social value in participating Public Issue. The small group was composed of middle school boys, same conventional level attributed to Kohlberg's moral development theory. The speech in small group discussion was analyzed on perspective of the legal cognitive development theory. The result of analysis about student's taking legal perspective, the students had more dynamic perspective than the view of legal cognitive developmental theory. Until more research is accomplished, it is not suggested that only the leaner preparation of cognitive development should participate in Public Issue.