학습자 준법의식 유형에 따른 법교육 효과에 관한 연구 -문제중심학습(PBL)을 중심으로-
A Study on the Effectiveness of LRE depending on Learner’s Type of Law-Abiding Consciousness －Based on PBL Classes－
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초록
동일한 법체계와 법규범의 사회 내에서도 실제 법 준수 여부나 법의식은 개인마다 차이가있다. 개인 간의 어떠한 성향과 특성에서 이러한 차이가 발생하는 것인가? 또한 통상적으로준법정신이나 법의식에 일정한 영향을 미치는 것으로 보이는 법교육은 이러한 개인 성향과어떠한 관련성이 있을까? 이와 같은 문제의식에서 출발하여 본 연구는 학습자의 준법의식에따라서 법교육의 효과가 어떻게 달라지는가에 초점을 맞추고 있다. 연구는 크게 2부분으로 구성된다. 우선 첫째, 준법행위와 관련된 학습자의 특성을 밝혀내기위해서 선행연구 및 이론에 대한 분석을 통하여 준법의식을 유형화하였고, 이에 맞추어 분류척도 역시 개발하였다. 둘째, 준법의식 유형 집단별로 노동법 수업을 실시하여 어떠한 차이가 발생하는지를 확인해 보았다. 그 결과 준법의식 유형이 정당성 인정형 집단은 이해태산 추구형집단에 비해 문제해결력과 법적효능감 증진에 있어 더욱 높은 법교육 효과를 보이고 있었다.
Abstract
The purpose of this study is to verify the effectiveness of LRE depending on learner’s type of law-abiding consciousness. In order to measure improvement of legal knowledge, legal problem-solving capability and legal efficacy, classes on labor law were particularly conducted. To verify these hypotheses, quasi-experimental study was conducted for six weeks. For the study, four classes were selected and every student was required to take pre-test about law-abiding consciousness. Based on the result of pre-test, students were classified either as normative perspective group or as instrumental one. Secondly, the four classes were divided into treatment group and control group. For the treatment group, PBL classes were applied, while traditional one-way lecture classes were adopted for the control group. Pre-test, treatment and post-test were systematically conducted for this study. In order to examine statistical significance of hypotheses, t-test and ANCOVA(Analysis of Covariance) were used with independent variables of the 'type of the law-abiding consciousness' and 'lesson method', and dependent variables of legal knowledge, problem-solving capability and legal efficacy. Covariant variables were pre-test scores, gender, and SES. The findings from data analyses are as follows: 1. Effectiveness of LRE proved to be partially higher among normative perspective group than among instrumental perspective group. In particular, normative perspective group showed higher improvement in terms of problem-solving capability and legal efficacy. 2. This study also found no significant interaction between the type of law-abiding consciousness and lesson method. 3. PBL turned out to be more effective in advancing problem-solving capability than traditional one-way lecture. However, there wasn’t significant difference between the two in terms of improvement of legal knowledge and legal efficacy.