사회과 예비교사 대상 뉴스 리터러시 교육과 그 효과

Abstract

The purpose of this study is to suggest the direction of pre-service social studies teacher education to cultivate news literacy. To this end, news literacy education was conducted for 5 weeks at a university, and the effects were analyzed by statistical and qualitative methods. The results are as follows: First, after news literacy education, the tendency of active actions such as actively utilizing and producing news became stronger. Second, statistically it was difficult to find the effect of news literacy education in terms of critical acceptance, efficient use, and efficacy of news. However, knowledge of critical acceptance of news increased, and understanding of the basics of news and news production process improved. Third, as a result of statistical analysis, the perception that news should be used in social studies classes is stronger than before. In addition, there was a strong tendency to include critical analysis of news production activities in social studies classes. However, there was no statistically significant difference before and after education in the confidence that news could be used well in their class. In particular, as a result of the analysis of the lesson plan, there was a very large gap between the various ideas they presented in their reflection notes and their application to actual teaching and learning expressed in the lesson plan. From those results, several implications are suggested.