기후변화 대응 역량 함양을 위한 환경 독서 교육 활동이 중학생의 환경 감수성과 환경 실천 소양에 미치는 영향
The Effects of Environmental Reading Education Activities for the Enhancement of Climate Change Responding Capability on Middle School Students’ Environmental Sensitivity and Environmental Action Literacy
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The purpose of this study was to investigate the effect of developing and applying an environmental reading education program to enhance climate change responding capabilities on middle school students' environmental sensitivity and environmental action literacy. To this end, by analyzing the content elements of climate change environmental education in excellent environmental books selected by the Ministry of Environment, a reading education program consisting of assignment activities, presentation classes, and environmental practice activities was conducted for students in the ecological environment club in the first and second grades of middle school. In addition, environmental sensitivity and environmental behavioral literacy were analyzed in the writing of assignments and activity impressions written by students. As a result of the analysis, the content regarding sensitivity, a sub-area of environmental sensitivity, increased. In addition, among the environmental practice knowledge, many contents related to interaction practice were presented. The result of this study will serve to activate climate change education for using, and students can be expected enhance climate change responding capabilities if we develop environmental reading education programs linked to curriculum and provide direct practical experiences such as various environmental participation activities.
Abstract
The purpose of this study was to investigate the effect of developing and applying an environmental reading education program to enhance climate change responding capabilities on middle school students' environmental sensitivity and environmental action literacy. To this end, by analyzing the content elements of climate change environmental education in excellent environmental books selected by the Ministry of Environment, a reading education program consisting of assignment activities, presentation classes, and environmental practice activities was conducted for students in the ecological environment club in the first and second grades of middle school. In addition, environmental sensitivity and environmental behavioral literacy were analyzed in the writing of assignments and activity impressions written by students. As a result of the analysis, the content regarding sensitivity, a sub-area of environmental sensitivity, increased. In addition, among the environmental practice knowledge, many contents related to interaction practice were presented. The result of this study will serve to activate climate change education for using, and students can be expected enhance climate change responding capabilities if we develop environmental reading education programs linked to curriculum and provide direct practical experiences such as various environmental participation activities.
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