2015 개정 초·중등 교육과정에서 기후변화교육내용 분석

Analysis of the Contents of Climate Change Education in the 2015 Revised Elementary and Secondary Curriculum

이 연구의 목적은 2015 개정 초·중등 교육과정에서 기후변화 교육내용을 분석하는 것이다. 먼저 기후변화교육내용을 분석하기 위해 선행연구와 기후변화교육 전문가와의 협의를 통해 기후변화교육내용 분석틀을 개발하였다. 기후변화교육내용은 2015 개정 초·중등 각 교과교육과정에 제시된 ‘학습요소’와 ‘교수학습방법’을 대상으로 분석하였다. 이 연구의 결과는 다음과 같다. 첫째, 2015 개정 초·중등 교육과정에서 기후변화교육내용은 지식분야 73건(54.9%), 탐구분야 47건(35.3%), 태도분야 13건(9.8%)의 순이었다. 둘째, 기후변화교육내용은 도덕, 사회, 과학, 실과(기술가정) 교과에서 다루고 있었고, 과학교과는 89건(66.9%), 사회교과는 31건(23.3%), 도덕교과는 9건(6.8%), 실과교과는 4건(3%)의 순이었다. 셋째, 각 교과에 따라 지식, 탐구, 태도 분야에서 기후변화교육내용의 비율은 달랐다. 넷째, 기후변화와 관련한 탐구활동은 주로 조사와 의사소통에 국한되어 있기 때문에 다양한 탐구방법으로의 접근이 필요하다. 다섯째, 기후변화교육내용에서 기후변화 원인, 영향, 대응, 감수성과 관련된 내용요소는 유엔 지속가능개발목표와의 관련성이 높게 나타났다.

The purpose of this study is to analysis of the contents of climate change education in the 2015 revised elementary and secondary curriculum. First, in order to analyze the contents of climate change education, a framework for analyzing the contents of climate change education was developed through prior research and consultation with experts on climate change education. The contents of climate change education were analyzed based on the ‘learning factors’ and ‘teacher learning methods’ presented in the 2015 revised elementary and secondary curriculum. The results of this study are as follows. First, in the 2015 revised elementary and secondary curriculum, the contents of climate change education were in the order of 73 cases (54.9%) in the knowledge field, 47 cases (35.3%) in the field of inquiry, and 13 cases (9.8%) in the attitude field. Second, the contents of climate change education were dealt with in the subjects of morality, society, science, and practical science (technical family). Science subjects were 89 cases (66.9%), social studies subjects 31 cases (23.3%), moral subjects 9 cases (6.8%), practical subjects 4 cases (3%). Third, the ratio of the contents of climate change education in the fields of knowledge, inquiry, and attitude was different according to each subject. Fourth, since inquiry activities related to climate change are mainly limited to research and communication, it is necessary to approach various inquiry methods. Fifth, in the contents of climate change education, content factors related to the causes, effects, responses, and sensitivities of climate change were highly related to the goals of the UN SDGs.