한국초등과학교육학회지:초등과학교육 (Journal of Korean Elementary Science Education)

  • 제44권3호
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  • Pages.455-466
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  • 2025
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  • 1598-3099(pISSN)
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  • 2733-8436(eISSN)
한국초등과학교육학회 (The Korean Elementary Science Education Society)
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초등교사의 생태전환교육에 대한 인식

Elementary School Teachers' Perception of Ecological Transformation Education

  • 투고 : 2025.06.23
  • 심사 : 2025.07.08
  • 발행 : 2025.07.31
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초록

본 연구는 초등교사를 대상으로 '생태전환교육에 대한 기본 인식', '실행', '교육 내용 및 추진 방향'에 대한 설문과 심층 면담을 병행하여 생태전환교육에 대한 인식과 시사점을 도출하였다. 이에 따른 연구 결과는 다음과 같다. 첫째, 초등교사들은 생태전환교육에 대한 필요성과 참여 의지가 높지만, 이해도는 상대적으로 낮으며, 생태전환교육의 핵심이 지속가능한 사회로의 전환, 생태 시민성 함양에 있다고 보고 있다. 둘째, 생태전환교육의 실행 관점에서 교육과정에 대한 이해가 전제되어야 하고, 생활 의식의 변화 및 실천, 생태 감수성 함양에 중점을 두어야 한다고 생각하고 있었다. 중심 주제로는 기후변화와 위기, 실행 방안으로는 학급 또는 학년 단위의 교육 활동을 선호하고 있었다. 셋째, 교육 내용과 방향으로는 '생태 소양 함양', '기후 위기 및 대응', '생활 속 기후 변화 대응 및 실천'의 비중을 높게 보며, '과학'과와 '창의적 체험활동'이 실행 교과로서의 강점이 있다고 생각하고 있었다. 이에 생태전환교육에 대한 긍정적인 인식과 공감대를 바탕으로 교사 역량 강화, 프로그램 지원, 교사 부담의 경감 방안 마련 등과 같은 방향 모색이 필요해 보인다.

This study examined the recognition and implication of ecological transformation education by conducting a questionnaire survey on and in-depth interviews with elementary school teachers on basic awareness, implementation, and educational contents and directions. The results were as follows. First, elementary school teachers exhibited high levels of awareness of the need and willingness to participate, but their levels of understanding were relatively low. They expressed that the core elements of ecological transformation education were the transition to a sustainable society and cultivation of ecological citizenship. Second, in terms of the implementation of ecological transformation education, they mentioned that an understanding of the curriculum should be a prerequisite, and emphasis should be placed on changing and practicing lifestyle awareness and fostering ecological sensitivity. They cited climate change and crisis as central themes and preferred educational activities at the class or grade level as effective methods. Third, in terms of educational contents and directions, they placed a high value of cultivating ecological literacy, climate crisis and response, and climate change response and practice in daily life. They perceived that science and creative experience activities exhibited certain strengths as practical subjects. Based on their positive perceptions and consensus, the study inferred that seeking various directions, such as strengthening teachers' capacity, supporting programs, and establishing measures for decreasing burden on teachers, is a necessary initiative.

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