실과 교과에서의 기후변화 교육 프로그램이 초등학생의 기후변화 인식 및 태도에 미치는 영향

국문 초록 (Abstract)

본 연구는 실과 교과에서의 기후변화 교육 프로그램을 개발·적용하여 초등학교 고학년의 기후변화에 대한 인식 및 태도에 미치는 영향을 검증하고자 하였다.

연구 목적 및 연구 문제는 다음과 같다.
첫째, 실과 교과 중심의 기후변화 교육 프로그램을 개발한다.
둘째, 실과 교과 중심의 기후변화 교육 프로그램을 적용한 수업이 초등학생의 기후변화에 대한 인식 및 태도에 어떤 영향을 미치는지 분석한다.

연구 목표를 달성하기 위해 선행 연구 및 실과교과서, 2022 개정 교육과정을 분석하여 실과 교과 중심의 기후변화 교육 프로그램을 개발하고, 경상북도 소재 Y초등학교 5~6학년 14명을 실험집단으로 하여, 총 15차시의 기후변화 교육 프로그램을 진행하였다.
학생들의 기후변화에 대한 인식 및 태도의 향상 정도를 측정하기 위해 실험집단에 검사지를 활용한 사전·사후 검사를 실시하였다. 검사지는 기후변화 인식 관련 문항과 태도 관련 문항으로 구성하였다. 기후변화 인식의 하위 요인으로는 기후변화 관심도, 문제 인식, 문제 대응으로 구성하였고, 태도와 관련된 하위 요인은 생활 태도, 소비 태도, 실천 및 해결 태도, 에너지 관련 태도로 설정하였다. 기후변화 교육 프로그램의 효과성을 검증하기 위해 IBM SPSS Statistics 30.0의 대응표본 t-검증을 활용하였다.

본 연구를 통해 얻은 결과는 다음과 같다.
첫째, 2022 실과 교육과정 성취기준에 근거하여 실과 교과를 중심으로 한 기후변화 교육 프로그램을 개발했다. 프로그램의 목적은 기후변화에 대응하기 위한 방법을 알고 이를 실생활에서 실천하려는 태도를 지니는 것이다. 본 프로그램은 1, 2, 13차시를 제외하고 연 차시로 구성되어 있으며, 연 차시 중 첫 번째 차시는 실과 교과 성취기준에 근거한 이론 학습, 두 번째 차시는 실생활에서 활용할 수 있는 기후변화 대응 방법 실습으로 구성하였다. 프로그램 설계 시 식생활, 의생활, 농업 생명, 기술, 진로 교육 등 가능한 실과의 전 영역을 균형 있게 학습할 수 있도록 의도하였다. 그리고 프로그램은 프로젝트 교수·학습 방법을 활용해 진행하였다.
둘째, 기후변화 교육 프로그램은 초등학생의 기후변화 인식 및 태도 형성에 긍정적인 영향을 미쳤다. 기후변화 교육 프로그램이 기후변화 인식에 미치는 영향을 평가하기 위한 실험집단의 사전검사 평균 점수(M=3.04)보다 사후검사 평균 점수(M=3.72)에서 매우 유의미한 증가를 보였다(p=.002). 기후변화 교육 프로그램이 기후변화 태도에 미치는 영향을 평가하기 위한 실험집단의 사후검사 평균 점수(M=3.54) 또한 사전검사(M=2.87) 평균 점수에 비해 유의미한 증가를 나타냈다(p=.001). 뿐만 아니라 학생들의 변화와 성장을 확인하기 위한 교사의 관찰 자료와 학생들의 문서 자료를 분석한 질적연구에서도 기후변화 교육 프로그램이 학생들의 기후변화 인식 및 태도 형성에 긍정적인 영향을 준 것으로 확인되었다. 따라서 실과 교과 중심의 기후변화 교육 프로그램은 초등학생의 기후변화에 인식 및 태도 형성에 긍정적인 영향을 미친 것으로 해석할 수 있다.

학생들은 기후변화 교육 프로그램에 참여하며 다양한 활동을 하면서 실생활에서 실천 가능한 기후변화 대응 방법을 알아보는 시간을 가졌다. 활동을 통해 기후변화에 대한 인식 및 태도가 전반적으로 향상되었으며, 특히 ‘기후변화 관심도’와 ‘에너지 관련 태도’가 높게 나타났다. 결론적으로 실과 교과를 중심으로 한 기후변화 교육 프로그램의 개발 및 적용이 초등학생들의 기후변화 인식 및 태도에 유의미한 효과가 있었음을 알 수 있었다.
효과적인 기후변화 교육 프로그램을 위해 초등학교 교사의 전문성 확보를 위한 관련 연수 프로그램이 제공되어야 할 것이다. 또한, 실과 교과를 중심으로 한 기후변화 교육 프로그램이 더 많이 개발되어 학생들이 기후변화에 대한 실천 역량을 기를 수 있도록 할 것을 제안한다.

주요어: 실과 교과, 기후변화 교육, 기후변화 인식, 기후변화 태도

목차 (Table of Contents)

• 국문 초록 ·························································································································ⅰ
• Ⅰ. 서론 ······························································································································1
• 1. 연구의 필요성 및 목적······························································································1
• 2. 연구 문제 ··················································································································3
• 3. 용어의 정의 ··············································································································3
• Ⅱ. 이론적 배경 ·················································································································5
• 1. 기후변화······················································································································5
• 2. 기후변화 교육 ···········································································································8
• 3. 실과 교과와 기후변화 교육····················································································· 15
• 4. 기후변화에 대한 인식과 태도 ················································································ 16
• 5. 선행 연구 고찰········································································································· 18
• Ⅲ. 연구 방법 및 절차 ···································································································· 23
• 1. 연구 절차·················································································································· 23
• 2. 연구의 대상·············································································································· 25
• 3. 연구의 설계·············································································································· 26
• 4. 검사 도구·················································································································· 26
• Ⅳ. 연구 결과 ················································································································· 33
• 1. 기후변화 교육 프로그램 개발·················································································· 33
• 2. 양적 연구 ················································································································ 43
• 3. 질적 연구·················································································································· 45
• Ⅴ. 결론 및 제언 ············································································································· 51
• 1. 결론 ························································································································· 51
• 2. 제언 ························································································································· 55
• 참고 문헌 ························································································································· 57
• 영문 초록 ························································································································· 63
• 부 록 ·························································································································· 65