논쟁문제수업이 초등학생의 인권감수성에 미치는 영향

The purpose of this study is to verify the effect of controversial class on human rights sensitivity of elementary school students and to derive educational implications. To this end, a quasi-experimental pre-post design was applied to 83 fifth graders of elementary school. The analysis results are as follows. First, it was confirmed that the experimental group that conducted the controversial class significantly improved human rights sensitivity in the post-test compared to the pre-test, while the comparative group that conducted the lecture-style class had no significant difference. Second, as a result of the independent sample t-test on the post-human rights sensitivity score, the experimental group was 0.27 points higher on average than the comparative group, and this difference was found to be statistically significant. Third, according to the results of multiple regression analysis, the teaching technique was found to be an independent variable that had a significant effect on human rights sensitivity, and it was confirmed that it is the factor that has the greatest influence even in the situation where other variables were controlled. Based on these research results, educational implications for cultivating the human rights sensitivity of elementary school students were derived. First, controversial class can play a key role in cultivating the human rights sensitivity of elementary school students. Second, the findings that debate class is effective in improving the human rights sensitivity of elementary school students suggest that a student-centered education approach is also important in human rights education. In consideration of the above research results, in the field of elementary education, controversy class should be actively introduced in terms of human rights education to provide opportunities for students to take the lead in participating and thinking.