사회과 교사 중심 수업의 효과성 재고찰: 법교육 수업에서의 개념도 분석을 중심으로

This study reconsiders the effectiveness of teacher-centered instruction in law-related education, particularly within knowledge-based learning contexts where conceptual understanding is critical. Challenging the prevailing assumption that student-centered learning is inherently superior, this study categorizes instructional approaches into three types: teacher-centered, partially teacher-mediated, and minimally teacher-guided. Students' conceptual development was analyzed using concept maps, with two lessons conducted for each instructional type and a total of 119 student-generated concept maps examined. The analysis revealed that teacher-centered instruction had a significantly greater impact on students’ understanding and organization of legal concepts compared to student-centered learning. While student-centered learning offers certain advantages, the findings indicate that insufficient teacher involvement may hinder both the depth and breadth of conceptual learning in law-related education. These results suggest that teacher-centered instruction remains a valid and effective pedagogical strategy for achieving the goals of knowledge-based law-related education. The study further argues for moving beyond the binary opposition of teacher-centered versus student-centered learning in law-related education.