지구 온난화 완화를 위한 초⋅중등 학생의 행동실천 우선순위 비교 - Borich 요구도와 The Locus for Focus 모델 활용 -

Comparative Analyses of Elementary and Middle School Students’ Priorities for Pro-Environmental Behaviors to Reduce Global Warming: Using the Borich Priority Formula and the Locus for Focus Model

본 연구에서는 지구온난화 완화를 위한 초⋅중등 학생의 행동실천교육에서 특정행동에 대한 교육의 우선순위를 비교 분석하는 것을 목적으로 하였다. 이 연구를 위해 초등학생 86명과 중학생 107명을 대상으로 지구온난화를 완화하기 위한 행동에 대하여 수행도와 요구도를 조사하였고, 교육의 우선순위를 정하기 위하여 Borich 요구도를 산출하였으며, The Locus for Focus 모델을 활용하여 우선순위를 시각화하였다. 연구결과는 다음과 같다. 지구온난화를 위한 16개 특정행동에서 초등학생과 중학생의 행동 요구도는 차이가 없었으나, 실천 수행도에서는 초등학생이 중학생보다 높았고, 초등학생과 중학생 모두 대부분의 특정행동에서 요구도에 비해 수행도의 차이가 통계적으로 유의한 수준에서 낮았다. 이를 토대로 Borich 요구도와 The Locus for Focus 모델을 활용하여 우선순위를 결정하고 종합한 결과, 지구온난화 완화를 위한 환경교육에서 우선순위가 높은 특정행동이 ‘소형차 사용’, ‘대중교통 이용’, ‘신재생에너지 활용’, ‘환경 국제협약 체결’임을 도출하였다.

This study aimed to compare and analyze the priority of education on specific pro-environmental behaviors in the education of elementary and middle school students to reduce global warming. For this study, a total of 86 elementary school students and 107 middle school students were surveyed on their performance and needs with regard to behaviors to reduce global warming. The Borich priority determination formula and the Locus for Focus Model were used in order to determine the priority of needs using survey data. The results of this study were as follows: for 16 pro-environmental behaviors related to global warming, there were no difference between elementary and middle school students in their behavioral importance (what should be), but behavioral performance was higher in elementary students than in middle school students (what is), and both elementary and middle school students had statistically significant differences in performance compared to importance for most of the pro-environmental behaviors. The Borich priority determination formula and the Locus for Focus Model were used to determine the priority of environmental education for reducing global warming, and it was demonstrated in the results that the pro-environmental behaviors with the highest priority for education were “use smaller cars,” “use of public transportation,” “use of renewable energy,” and “international environmental agreement.