텍스트 마이닝을 활용한 유아 환경교육 지도서/자료집 내용 분석
Content analysis of teacher’s guidebooks for early childhood environmental education using text mining
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초록
본 연구는 국가에서 발행한 환경교육 관련 유아교사용 지도서/자료집의 주요 내용 및 연결성 분석을목적으로 하였다. 이를 위해 교육부 및 환경부와 국가환경교육센터에서 발간한 교사용 지도서/자료집을대상으로, ‘이론’부분과 ‘실제’부분을 분리하여 텍스트 마이닝을 실시하였다. 연구결과, 첫째, 교사용지도서/자료집의 ‘이론’부분에서 많이 등장한 단어들은 ‘지속가능발전’, ‘기후변화’, ‘문제’등이 있었다. 동시출현빈도가 높은 단어 쌍은 ‘문제-해결’이었으며, 이 단어들은 연결중심성도 높았다. 사이중심성은 ‘문제’, ‘실천’, ‘기후변화’순으로 높게 나타났다. 둘째, 교사용 지도서/자료집의 ‘실제’부분에서많이 등장한 단어들은 ‘교통기관’, ‘동물’, ‘먹거리’등이었으며, 동시출현빈도가 높은 단어 쌍은 ‘친환경-도시’였다. 연결중심성은 ‘친환경’, ‘교통기관’, ‘사용’의 순으로, 사이중심성은 ‘사용’, ‘사람’, ‘자연’의 순으로 높게 나타났다. 본 연구는 국가 발간 유아 환경교육 지도서/자료집에서 유아 환경교육의지향점 및 운영 방식을 나타내고 있음을 밝혔음에 의의가 있으며, 추후 개발에 있어 유아 환경교육의구체적 내용 및 다양한 접근법 포함, 현대사회의 다양성 반영, 환경교육의 정의적 측면에 대한 보완이필요함을 시사한다.
Abstract
This study aimed to analyze the main themes and interconnections in early childhood teachers’ guidebooks on environmental education published by the government. To achieve this, text mining was conducted on the teacher’s guidebooks issued by the Ministry of Education, the Ministry of Environment, and the National Environmental Education Center, distinguishing between the ‘theoretical’and ‘practical’sections. The results of the study were as follows. First, the most frequently appearing words in the ‘theoretical’section of the teacher's guidebooks were ‘sustainable development’, ‘climate change’, and ‘problem’. The most co-occurring word pair was ‘problem-solution,’which also exhibited high connectivity centrality. Second, in the ‘practical’section, the most frequent appearing words were ‘transportation’, ‘animal’, and ‘food’, and the most co-occurring word pair was ‘eco- friendly-city’. The highest centrality in connectivity was observed in ‘eco-friendly’, ‘transportation’, and ‘use’, while ‘use’, ‘people’, and ‘nature’ranked highest in inter connection centrality. This study is significant in that it reveals the orientation and operational approach of early childhood environmental education as presented in national guidebooks. It suggests the need for further development, including specific content, various instructional approaches, and a greater emphasis on reflecting the diversity of modern society and addressing the justice aspects of environmental education.