인간이 숲에 미치는 부정적 영향에 대한 소재를 담은 그림책에서 나타나는 생태소양
Presence of Ecoliteracy in Picture Books that Contain Elements Related to Negative Human Impacts on Forest
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초록
본 연구의 목적은 인간이 숲에 미치는 부정적 영향에 대한 소재를 담은 그림책에서 생태소양이 어떤 양상으로 표현되고 있는지 살펴봄으로써, 그림책을 활용한 생태소양 교육의 가능성을 확인하고, 이와 관련된 기초자료를제공하는데 있다. 생태소양의 4가지 분류(머리/인지적, 마음/감성적, 손/활동적, 사상/관련성)를 기준으로 각쪽수별 글과 삽화를 분석하였고, 행위 또는 사고의 주체를 3가지 유형(주인공, 주인공 외 인물, 묘사) 기준으로 구분하여, 4가지 분류별 하위 내용의 포함 여부에 대해 쪽 수별 등장 빈도 및 내용 분석을 실시하였다. 인간이 숲에 미치는 부정적 영향에 대한 소재를 담은 그림책에서 생태소양의 4가지 분류(머리/인지적, 마음/감성적, 손/활동적, 사상/관련성)를 묘사하는 양상에 뚜렷한 차이를 나타내고 있었으며, 3가지 유형의 행위 또는 사고의 주체별로 생태소양의분류 유형이 나타나는 양상이 구분되는 것을 확인할 수 있었다. 손/활동적 생태소양의 범주가 다른 범주의 생태소양보다 상대적으로 적은 비중으로 제시되었고, 행위 또는 사고의 주체가 주인공일 때가 주인공 외 인물, 묘사일 때보다 대부분의 생태소양 요소들이 많이 나타났다. 본 연구의 결과는 숲 관련 그림책을 통한 생태소양의 교육에 있어 4가지 분류영역에 대한 균형 잡힌 교육을 구상하는데 있어서 시사점을 제공한다.
Abstract
This study aimed to investigate the possibility of ecoliteracy education using picture books and to provide primary data related to this by conducting a content analysis on how ecoliteracy is expressed in picture books depicting negative human impacts on forests. The appearance frequency of each ecoliteracy category (head/cognitive, heart/emotional, hands/active,spirit/connectional)was coded by page and they were classified based on three types of subjects (main character, non-main character, and narrative). Both the text and illustration were considered in the coding process. The results showed distinct differences in the aspects of describing the four categories of ecoliteracy in picture books examined. The two elements within Hand/active ecoliteracy were less presented than elements in other types of ecoliteracy categories. In addition, the majority (7 out of 8) of the ecoliteracy elements appeared more with the main character than the non-main character or narrative. With detailed examples, this study provides implications for devising a balanced education for four categories of ecoliteracy through picture books about forests.
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