2015 개정 초․중등 교육과정에서 기후변화교육내용 분석

Abstract

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.