텍스트 마이닝을 활용한 유네스코 2050과 2022 개정 초등 교육과정 내용 분석 - 기후변화 대응을 위한 환경교육 중심으로 -

Abstract

This study identified contents related to environmental education for responding to climate change in the revised UNESCO 2050 and 2022 elementary school curricula to explore the direction of environmental education for elementary school in relation to this. To this end, text mining techniques were used to identify keywords and explore correlations between keywords. The original texts of the revised UNESCO 2050 and 2022 elementary curriculum were collected, and keyword and correlation analyses were conducted using Textom and visualized using UciNet. The key findings include the following. First, keyword analysis for UNESCO 2050 shows that “education” is highly represented, emphasizing the role that education plays in environmental education in climate change. Second, “life,” “education,” and “learning” were extracted as meaningful top keywords from the 2022 revised elementary curriculum outline, which confirms that environmental education is to be centered on life, education, and learning. Third, in the 2022 revised elementary curricula for social studies, science, and practical arts, the top keywords that were related to environmental education were extracted for each curriculum content, confirming that environmental education is included for each curricular content. Finally, the top keywords extracted from UNESCO 2050 were found in the top keywords that were extracted from the 2022 revised curriculum, and “sustainability,” “ecology,” and “climate change” were extracted as top keywords for the 2022 revised curriculum, which formed a contrast with the 2015 revised curriculum. This indicates that the direction of environmental education in response to climate change as stated for UNESCO 2050 is included in the 2022 revised elementary curriculum.