인식-공감-실천 측면에서의 중‧고등학생 생태 소양 조사 연구
A Study on the Ecological Literacy of Middle School and High School Students Regarding Perceiving, Emphasizing and Taking Action
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The purpose of this study is to survey the ecological literacy of middle school students and high school students regarding three domains: Perceiving, emphasizing and taking action. The instrument to survey the ecological literacy of iddle and high school students consists of three domains of perceiving, empathizing and taking action, which were totally 12 items related to ecosystem service, climate change and sustainable consumption among K-SDGs. Subjects are total 770 students of 380 middle school and 390 high school students (301 of males and 469 of females), who were selected from 10 middle schools and 15 high schools. They answered on items by themselves through online survey system (from 1 to 4 score). The ecological literacy of middle school and high school students was somewhat low (1.97), showing a slightly negative trend. Taking action domain of ecological literacy was somewhat positive, slightly above the average. Empathizing domain was somewhat negative, but perceiving domain showed the most negative trend. It was found that high school students had a slightly higher level of ecological literacy than middle school students, and male students had a slightly higher level of ecological literacy than females. The correlation between perceiving, empathizing and taking action domains of middle and high school students' ecological literacy showed a highly significant. It is expected that the development and use of various ecological environment-related educational programs that can be used not only in regular classes at school but also in extracurricular programs such as after-school activities, environmental clubs or science clubs will greatly contribute to cultivating ecological literacy.
Abstract
The purpose of this study is to survey the ecological literacy of middle school students and high school students regarding three domains: Perceiving, emphasizing and taking action. The instrument to survey the ecological literacy of iddle and high school students consists of three domains of perceiving, empathizing and taking action, which were totally 12 items related to ecosystem service, climate change and sustainable consumption among K-SDGs. Subjects are total 770 students of 380 middle school and 390 high school students (301 of males and 469 of females), who were selected from 10 middle schools and 15 high schools. They answered on items by themselves through online survey system (from 1 to 4 score). The ecological literacy of middle school and high school students was somewhat low (1.97), showing a slightly negative trend. Taking action domain of ecological literacy was somewhat positive, slightly above the average. Empathizing domain was somewhat negative, but perceiving domain showed the most negative trend. It was found that high school students had a slightly higher level of ecological literacy than middle school students, and male students had a slightly higher level of ecological literacy than females. The correlation between perceiving, empathizing and taking action domains of middle and high school students' ecological literacy showed a highly significant. It is expected that the development and use of various ecological environment-related educational programs that can be used not only in regular classes at school but also in extracurricular programs such as after-school activities, environmental clubs or science clubs will greatly contribute to cultivating ecological literacy.
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