부산시 초‧중학생의 생태환경에 대한 인식 및 교육경험 분석

Abstract

The purpose of this study is to analyze students' perceptions of the ecological environment, their experiences in participating in ecological education, and their expectations and needs for ecological education as a basis for exploring the direction of practice-oriented ecological education. To this end, a survey was conducted among elementary and middle school students in Busan, and differences among student groups by descriptive statistics, school class, gender, and student council participation were analyzed. The main findings are as follows First, elementary and middle school students in Busan generally perceived that the problems surrounding climate change are serious, and there were differences in perceptions by school level, gender, and student council participation. Second, the analysis of students' environmental literacy showed that elementary school students had high levels of both environmental sentiment and environmental practice, and middle school students also had high levels of environmental knowledge and environmental function, but the average of environmental attitudes, environmental practice, and environmental participation were relatively low. Third, participation in ecological and environmental issues was higher among elementary school students compared to middle school students, among male students compared to female students, and among students who participated in student councils compared to those who did not. Third, when analyzing students' activity experiences related to ecological and environmental issues, more than 50% of students reported participating in environmental campaigns, sharing and recycling items, while less students reported participating in student environmental organizations outside of school, signing petitions in support of environmental activists, donating to environmental organizations, and contacting local officials about environmental issues. They also talked about ecology less often in class. Fourth, students' perceptions of the importance of eco-environmental education were high, but their perceptions of its sufficiency were somewhat lower. Based on the main findings, policy recommendations were made on a new learning system for practice-oriented ecological and environmental education.