탄소중립 캠페인 활동이 유아의 자기 주도 학습력과 환경친화적 태도에 미치는 영향

다국어 초록 (Multilingual Abstract)

Effects of Carbon Neutrality Campaign Activities on Young Children’s Self-directed Learning Ability and Eco-friendly Attitudes Graduate School of Gwangju University Early Childhood Education major, Jihye Park Thesis director, Seunghee Kim The purpose of this study is to examine the effects of carbon neutrality campaign activities on young children’s self-directed learning ability and eco-friendly attitudes. The research problems according to the purpose of this study are as follows. 1. What are the effects of carbon neutrality campaign activities on young children’s self-directed learning ability? 2. What are the effects of carbon neutrality campaign activities on young children’s eco-friendly attitudes? To this end, this study was conducted with 52 five-year-old children from two classes at I Kindergarten located in G Metropolitan City. The participants consisted of 26 children in the experimental group and 26 children in the comparison group. The experimental treatment was conducted for 10 weeks from August 20 to October 24, 2025. During this period, the experimental group participated in a total of 16 carbon neutrality campaign activities conducted one or two times per week, while the comparison group received environmental education based on the Nuri Curriculum. In this study, young children’s self-directed learning ability was measured using a four-point scale reconstructed by Park Balgeum (2023), which was based on the Self-Directed Learning Readiness Scale (SDLRS) developed by Guglielmino (1977) and modified and supplemented for children by Hyun Jeong-suk and Park Young-tae (1999). To examine eco-friendly attitudes, the Children’s Attitudes Toward the Environment Scale–Preschool Version (CATES-PV) developed by Musser and Diamond (1999) and revised and translated by Heo Yun-jeong (2001) was used. The collected data were analyzed using the SPSS statistical program. The research results revealed in this study can be summarized as follows. First, the experimental group that participated in the carbon neutrality campaign activities showed overall higher scores in self-directed learning ability than the comparison group. Among the sub-domains of self-directed learning ability, openness, intrinsic motivation, self-concept, autonomy, problem-solving ability, and self-evaluation were significantly higher in the experimental group than in the comparison group. In contrast, no significant difference was found between the two groups in creativity, which is interpreted as being due to limitations in activity themes and materials, as well as the short duration of the experimental treatment, which may not have been sufficient to produce changes in creativity. Second, in terms of eco-friendly attitude, the results of the post-test difference analysis showed that the experimental group scored higher than the comparison group. Positive trends of change were also observed in nature-friendly attitude and environmental conservation attitude. These results suggest that carbon neutrality campaign activities can have a meaningful impact on the process of forming eco-friendly attitudes by providing young children with experiences that enable them to recognize environmental issues and participate in environmental protection behaviors. Based on these findings, it was confirmed that carbon neutrality campaign activities are a meaningful teaching-learning method for fostering young children’s self-directed learning ability and eco-friendly attitudes. This study provides basic data for the development of early childhood environmental education and carbon neutrality campaign activities and is expected to contribute to the activation of carbon neutrality campaign activities in early childhood education settings. Keywords : carbon neutrality campaign activities, self-directed learning ability, eco-friendly attitudes

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성과 목적 1
• 2. 연구문제 6
• 3. 용어의 정의 7
• 가. 유아 탄소중립교육 7
• 나. 캠페인 활동 7
• 다. 자기 주도 학습력 7
• 라. 환경친화적 태도 7
• Ⅱ. 이론적 배경 8
• 1. 탄소중립교육 8
• 가. 탄소중립 개념 8
• 나. 탄소중립교육의 필요성과 방향 10
• 다. 유아 탄소중립교육 12
• 2. 자기 주도 학습력 17
• 가. 자기 주도 학습력의 개념 17
• 나. 탄소중립 캠페인 활동과 자기 주도 학습력 20
• 3. 환경친화적 태도 22
• 가. 환경친화적 태도의 개념 22
• 나. 탄소중립 캠페인 활동과 환경친화적 태도 24
• Ⅲ. 연구방법 26
• 1. 연구대상 26
• 2. 연구도구 26
• 가. 자기 주도 학습력 26
• 나. 환경친화적 태도 27
• 3. 연구절차 28
• 4. 자료분석 34
• Ⅳ. 연구결과 35
• 1. 동질성 검사 35
• 2. 탄소중립 캠페인 활동이 유아의 자기 주도 학습력에 미치는 영향 36
• 3. 탄소중립 캠페인 활동이 유아의 환경친화적 태도에 미치는 영향 38
• Ⅴ. 논의 및 결론 39
• 1. 논의 및 결론 39
• 가. 탄소중립 캠페인 활동이 유아의 자기 주도 학습력에 미치는 영향 39
• 나. 탄소중립 캠페인 활동이 유아의 환경친화적 태도에 미치는 영향 41
• 2. 제언 44
• 참고문헌 45
• 부록 53
• 1. 유아의 자기 주도 학습력 검사 도구 54
• 2. 유아의 환경친화적 태도 검사 도구 56
• 3. 실험집단의 탄소중립 캠페인 활동계획안 57
• 4. 비교집단의 누리과정에 따른 환경교육 활동계획안 89