헌정사교육을 통한 헌법의식 변화 분석: 1987년 헌법 개정을 중심으로

This study examines the effects of constitutional history education on middle school students’ constitutional consciousness. A three-session instructional program was developed focusing on the historical context and significance of the 1987 Constitutional Amendment in Korea. The program was implemented with 295 first-year middle school students in Seoul, employing a pre–post research design. Constitutional consciousness was conceptualized as a multidimensional construct consisting of cognitive (constitutional knowledge, contextual understanding), affective (constitutional trust, interest), and behavioral domains (participation intention, efficacy). The findings indicate statistically significant improvements across all domains following the instructional intervention. Notably, students demonstrated substantial gains in factual constitutional knowledge, interest in constitutional issues, and willingness and perceived efficacy to participate in constitutional matters. These results suggest that constitutional history education effectively helps students understand the constitution as a dynamic and participatory civic framework rather than a static legal text, thereby promoting the internalization of constitutional values and active civic engagement. This study contributes to advancing constitutional education beyond knowledge transmission by highlighting its potential to cultivate democratic citizenship competencies. Implications include the need for developing and disseminating constitutional history–based instructional models for broader application in school settings.