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사회환경 교육기관 강사들의 생물다양성 관련 인식 - 생물다양성 인식, 생물학습 동기, 생물다양성 관련 쟁점에 대한 논증을 중심으로 -

Perception on Biodiversity of Environmental Instructors at a Social Environmental Education Organization - Focusing on Biodiversity Awareness, Motivation for Biology Learning, and Reasoning on Biodiversity-related Issues -

신세인|김경중
한국생물교육학회 (The Korean Society of Biology Education)|2024.12|생물교육 (BIOLOGY EDUCATION)|제52권 제4호|pp. 575-589|DOI 10.15717/bioedu.2024.52.4.575

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키워드

socio-scientific issuesenvironment instructorbiodiversity awarenessbiology learning motivationenvironmental reasoningsocial environment education
주제분류교육학

초록

This study aimed to explore the awareness of biodiversity and biology learning motivation of instructors working in a social-environmental education organization, and to identify the patterns of their arguments on biodiversity-related issues. Data were collected from 23 instructors at Cheongju Eco-complex, one of the social-environmental education institutions in Cheongju, and descriptive, non-parametric, and qualitative content analyses were conducted. The results showed that the instructors generally had high levels of biodiversity awareness and motivation for biology learning. These did not differ significantly by social environmental education instructor certification but differ by teaching experience year. The results of the reasoning on the designation of the fish, Opsariichthys uncirostris amurensis, as an ecosystem disrupting species, showed that the instructors who supported the designation based their arguments on the risk of ecosystem destruction of the species, while the instructors who opposed the designation based their arguments on the resilience of the ecosystem and the risk of human intervention. These decisions were significantly related to instructors’ biodiversity knowledge. Given these findings, it is expected that instructors’ high biodiversity awareness and positive motivation on learning science will play a positive role in effective biodiversity education. We suggested environmental instructors need opportunities to engage in argumentation and teach about issues that reflect the context of their local environments.

Abstract

This study aimed to explore the awareness of biodiversity and biology learning motivation of instructors working in a social-environmental education organization, and to identify the patterns of their arguments on biodiversity-related issues. Data were collected from 23 instructors at Cheongju Eco-complex, one of the social-environmental education institutions in Cheongju, and descriptive, non-parametric, and qualitative content analyses were conducted. The results showed that the instructors generally had high levels of biodiversity awareness and motivation for biology learning. These did not differ significantly by social environmental education instructor certification but differ by teaching experience year. The results of the reasoning on the designation of the fish, Opsariichthys uncirostris amurensis, as an ecosystem disrupting species, showed that the instructors who supported the designation based their arguments on the risk of ecosystem destruction of the species, while the instructors who opposed the designation based their arguments on the resilience of the ecosystem and the risk of human intervention. These decisions were significantly related to instructors’ biodiversity knowledge. Given these findings, it is expected that instructors’ high biodiversity awareness and positive motivation on learning science will play a positive role in effective biodiversity education. We suggested environmental instructors need opportunities to engage in argumentation and teach about issues that reflect the context of their local environments.

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