2015 개정 초등 교과서에서 기후변화 및 에너지교육 내용 분석

Abstract

The purpose of this study is to analyze how much the contents related to climate change and energy education in the 2015 revised elementary school curriculum are reflected in the integrated, social, science, practical course, and moral subjects, and to examine the implications. The results of the analysis are as follows in light of the newly devised analysis criteria to see if climate change and energy education are reflected. First, climate change and energy education were mainly organized in the 5th and 6th graders in the 2015 revised curriculum. The concept of climate change and energy education is mainly dealt with in the upper grades. Therefore, it is necessary to distribute the contents of climate change and energy education evenly in the elementary school curriculum. Second, the understanding and cause of climate change are mentioned most in all grades and subjects. In order to incorporate climate change and energy education in students' lives as well as cognitive areas of climate change, it is necessary to introduce a 'project' centered on daily life so that students can internalize their consciousness and energy saving attitude toward climate change from elementary school days. Based on the results of this study, it is hoped that the value of climate change and energy education will be used as basic data to help students understand the value of climate change and energy education and develop various textbooks and programs that can develop their ability to practice directly in life.