초등과학 영재들의 환경문제 인식에 따른 환경소양의 차이 : 낙관론과 비관론을 중심으로
Differences in environmental literacy according to environmental problem awareness of elementary science gifted students : Focusing on optimism and pessimism
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본 연구는 학습자들의 환경 인식(낙관론/비관론)에 따른 환경 소양의 차이와 환경 인식의 차이에 대한 주요 원인을 찾기 위한 연구이다. 연구의 실행은 P 대학교의 부설 영재원에 재학중인 초등학교 5~6학년 19명을 대상으로 이루어졌으며, 환경소양 검사지와 환경 인식에 대한 서술식 설문지를 주요 데이터로 사용하였다. 연구의 결과, 질적 분류에 따라 낙관론군과 비관론군으로 분류되었으며, 환경소양에서는 낙관론군이 비관론군에 비해 환경소양에서 환경적 기능과 환경적 실천 영역이 우수한 것으로 나타났다. 또한 서술형 데이터 분석 결과, 낙관론군은 환경문제를 개인화된 문제로 인식하였으며, 우리의 행동과 노력으로 극복할 수 있다는 인식을 보여주고 있다. 반면, 비관론군은 환경문제를 기술과 시간의 문제로 인식하고 있으며, 우리의 행동과 노력과 연결시키지 못하는 인식을 보여주고 있다. 이 같은 결론을 바탕으로 환경교육의 관점에서 유용한 시사점을 주는 제언을 하였다.
Abstract
This study investigates the differences in environmental literacy according to learners' environmental awareness (optimism/pessimism) and to find the main causes of the differences in environmental awareness. The study was conducted on 19 elementary school students in grades 5 and 6 attending the P University Gifted Center, and the environmental literacy test and descriptive questionnaire on environmental awareness were used as the main data. As a result of the study, they were classified into “optimistic group” and “pessimistic group” according to qualitative classification, and in terms of environmental literacy, the optimistic group was found to be superior to the pessimistic group in environmental function and environmental practice areas. In addition, the results of the descriptive data analysis showed that the optimistic group recognized environmental problems as individualized problems and showed the perception that they can be overcome with our actions and efforts. On the other hand, the pessimistic group recognized environmental problems as problems of technology and time and showed the perception that they cannot be connected to our actions and efforts. Based on this conclusion, suggestions that provide useful implications from the perspective of environmental education were made.
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