사회문제해결 행동의도 향상을 위한 교과서텍스트 구성전략 연구 -기후변화문제 사례를 중심으로-
A Study on Constructing Strategy of Textbook Contents for Increasing Behavioral Intentions to Solve Social Problems : In the Case of Climate Change Issue
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사회과 교과서의 텍스트는 사회문제의 발생책임을 사회로 돌리면서도 학습자가 불이익 혹은 불편함을 감수하면서까지 자발적으로 그 가치를 실천하도록 만들어야 한다는 딜렘마를 안고 있다. 이에 본 연구는 사회문제 가운데 환경문제, 특히 기후변화문제를 사례로 하여, 학습자들의 공적 시민의식(보다 구체적으로 환경행동의도)을 가장 효과적으로 설득할 수 있는 교과서 텍스트 구성방식이 과연 존재하는지, 존재한다면 그것이 무엇인지를 알아보고자 하였다. 본 연구에서는 다음과 같은 네 가지 연구문제를 제기하였다. 1) 기후변화문제는 응답자들에게 어떤 문제인가? 관여도, 문제의 중요성 인지도, 사전지식, 매스컴에 대한 노출도는 어느 정도인가? 2) 기후변화문제에 있어, 긍정적 프레이밍과 부정적 프레이밍이 환경행동 의도에 미치는 효과가 다를 것인가? 3) 기후변화문제에 있어, 개인적 소구방식과 사회적 소구방식이 환경행동 의도에 미치는 효과가 다를 것인가? 4) (환경행동의도에 영향을 줄 것이라고 추정된) 각 요소 들은 환경행동의도에 어떤 효과를 미치고 있는가? 영향력의 크기에 있어, 요소 간에 상대적 순서는 어떠한가?이 논문의 발견결과들에 비추어 볼 때, 1) 처방행동 자체가 복합적 차원이라는 교과서의 성격상, 광고학에서의 프레이밍이론을 교과서 텍스트에도 그대로 적용하기에는 무리가 있으며; 2) 사회(특히 환경)문제에 대해 처방적 정보를 제공하는 것만으로는 실천으로 옮겨진다는 보장이 없다.; 3) (효과적인 텍스트를 구성하기 위하여서는 결국) 사회문제에 대한 관여도를 올리기 위해 자기적합성을 올리는 방식으로 서술되어야 하며; 4) 문제의 중요성에 대한 인지도를 높이도록 문제진술 파트에 역점을 두고 쓰여져야 하고; 5) 반복적으로 주요사회문제를 다루는 나선형 교육과정을 채택할 것을 제안하는 바이다.
Abstract
The textbook contents of social studies should offer learners strong motivation to put the textbook’s behavioral suggestions for solving social problems into practice, even if the learners do not attribute the cause of social problems to their own dispositions. It is a difficult task to attain this type of goal. This article investigates how textbook contents can solve this dilemma i.e. how the contents can increase learners' behavioral intentions to solve social problems in spite of their not accepting responsibility toward social problems. 'Climate change' was studied as an example of a serious social problem. Four research questions were raised to investigate how textbook contents should be constructed as a strategy for increasing learners’ intentions of environmental behavior. 1) How do the respondents feel about ‘climate change’ in terms of their issue involvement, cognition of relative salience (compared to other social problems), prior knowledge of the issue, and exposure to mass communication? 2) Does the type of (positive vs. negative) message framing in the textbook contents influence recipients’ intentions of environmental behavior? 3) Does the (individual vs. social) appeal type make a difference in behavioral intentions to interrupt climate change? 4) Which factor makes more influence to increae behavioral intentions of interruptting climate change?2(positive/negative message framing)x2(individual/social appeal type) factorial design experiment was made to answer research questions 2 & 3. The 407 seventh grade students in the study were randomly exposed to one of four types of texts. The subjects also answered the scales measuring manipulated degree to perceive, issue involvement, cognition of relative salience, prior knowledge, exposure to mass communication and intention of environmental behavior. The data were analyzed using t-test, ANOVA and regression analysis. There are several statistical results of this study. (1) There were no significant effects of either the message framing or the appeal type on the intentions of environmental behavior. This lack of influence may have been related to the complex levels of environmental behavior suggested in the text. (2) The most important factor to significantly increase environmental behavior intention was 'issue involvement'. (3) The second most important factor to increase intention was 'cognition of relative salience'(i.e., how important subjects recognized the climate change issue). (4) The third important factor was 'exposure to mass communication'. (5) Prior knowledge of climate change did not significantly affect respondents' intnetion of environmental behavior.
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