2015 및 2022 개정 공통 교육과정에 제시된 에너지 교육 관련 성취 기준 비교 분석 = Analysis of Achievement Standards Related to Energy Education in the 2015 and 2022 Revised National Curriculum

다국어 초록 (Multilingual Abstract)

This study compared and analyzed the achievement standards related to energy education presented in the 2015 and 2022 revised national curricula. The analysis targets the achievement standards included in the common curricula of elementary, middle, and high schools. As a result of the analysis, the number of achievement standards related to energy education increased from 26 in the 2015 curriculum to 32 in the 2022 revision. The major changes by educational stage are as follows: First, in elementary school, a notable feature is that energy issues are addressed as a global issue within the integrated subject curriculum. Second, in middle school, the number of achievement standards related to energy education showed the largest increase among the three educational levels. In social studies, energy price fluctuations are analyzed from an economic perspective, while in science, disaster education related to energy has been newly introduced. Third, in high school, the scope of energy education extends beyond individual practices to include global dimensions such as international relations and national security. Based on this analysis, the study concludes that energy education should be approached in close connection with climate change response. It should be expanded across more subject areas and guided by a centralized and integrated control tower that can provide a comprehensive and coordinated approach to energy education. In order to realize this, collaboration between professors in charge of subject education in teacher education is urgent.