초∙중∙고 학생 및 교사들의 지구 기후변화에 대한 지식과 행동의 인식조사

Abstract

In this study, the survey and correlation analysis was done to investigate students' and teachers' knowledge of global climate change and their action towards this change. The purpose of this study was to provide practical information on environmental education necessary for students and teachers. The number of participants of this study was consist of 88 elementary school students, 82 middle school students, 78 high school students, and 56 teachers living in Seoul. The result of this survey was analyzed by using various measures such as frequency analysis, descriptive statistics, t-test, one-way ANOVA, Kruskal-Walis test, χ²(Chi-square), Scheffé post hoc test, and Pearson correlation assay with SPSS 12.0. The results of this study are as follows: First, it was found that the knowledge of climate change among elementary school students, middle school students and high school students was insufficient, which led to relatively low score. And there was no significant difference in the knowledge of climate change among grade levels(p> .05). By gender, middle school male's perception of climate change was higher than that of middle school female's (p< .01). The male participants were more knowledgeable about the cause and effect of global climate change on the environment. On the other hand, high school female's perception of climate change was higher than that of high school male's(p< .01). It was concluded that the high school females were more knowledgeable about the effect and countermeasure of the global climate change. Second, the score of students' action towards climate change was relatively high. It was found that the elementary school students, middle school students, and high school students were willing to take appropriate action towards climate change. By the grade level, the score of the elementary school students's action toward climate change was the highest. There was a gap between elementary and middle school students, and there was also a gap between elementary and high school students(p< .05). However, there was no significant difference in taking action between middle school students and high school students(p> .05). Additionally, there was also no significant difference in gender(p> .05). Third, the knowledge of climate change among teachers was sufficient, and they were able to carry out appropriate action towards climate change. Teachers were only slightly more knowledgeable about climate change that of students. In other words, there was no significant difference in taking action towards the climate change between students and teachers(p> .05). Finally, it was found that there was a positive correlation among elementary school students and high school students in having knowledge and taking action toward the climate change(p< .01). But there was no correlation of knowledge and action among middle school students and teachers(p> .05). For a follow-up study, the research should not only be limited to students' knowledge and action toward climate change, but also their behavioral beliefs. In addition, an effective curriculum for environment education is needed to teach students and teachers about the environment more in depth.;본 연구에서는 초, 중, 고등학생 및 교사들의 지구 기후변화에 대한 지식과 행동을 조사하여 학교 급별과 성별 차이를 알아보고, 기후변화에 대한 지식과 행동 사이에 어떠한 상관이 있는지 살펴보았다. 학생, 교사들의 지구 기후변화에 대한 지식과 행동 사이의 구체적인 상관관계를 밝힘으로써 환경교육이 효과적으로 이루어질 수 있도록 기초 자료를 마련하는데 도움이 되고자 한다. 본 연구는 서울에 소재하는 학교의 초등학생 88명, 중학생 82명, 고등학생 78명, 교사 56명을 대상으로 지구 기후변화에 대한 지식과 행동을 조사하였다. 연구결과는 SPSS 12.0 통계 프로그램을 사용하여 빈도분석, 기술통계, t-test, one-way ANOVA, χ²(Chi-square), Kruskal-Walis 검정, Scheffé 사후검증, 피어슨 상관분석을 하였다. 본 연구에서 얻은 결론은 다음과 같다. 첫째, 초, 중, 고등학생들은 지구 기후변화에 대해 잘 모르고 있었다. 지구 기후변화에 대한 지식수준은 학교 급별에 따른 차이를 보이지 않았다(p> .05). 성별에 따른 차이를 보면 중학교의 경우 남학생들은 여학생들보다 지구 기후변화의 원인과 영향에 대해 더 잘 알고 있었다(p< .01). 반면 고등학교에서는 여학생들이 남학생들보다 지구 기후변화의 영향과 대책에 대해 더 잘 이해하고 있었다(p< .05). 둘째, 초, 중, 고등학생들은 지구 기후변화에 대해 적절히 실천하고 있는 것으로 나타났다. 학교 급별에 따른 차이를 보면 초등학생들은 중고등학생들보다 지구 기후변화에 대한 긍정적인 행동을 보였다(p< .01). 그러나 중학생과 고등학생의 지구 기후변화에 대한 행동은 유의미한 차이를 보이지 않았다(p> .05). 셋째, 교사들은 학생들보다 지구 기후변화에 대한 지식은 잘 알고 있었으나 행동에 있어서는 학생들과 차이를 보이지 않았다. 넷째, 초등학생들의 지구 기후변화에 대한 지식과 행동은 다소 높은 상관관계(r= .458)를 보였고, 고등학생들의 지구 기후변화에 대한 지식과 행동은 낮은 상관관계(r= .316)를 보였다(p< .01). 그러나 중학생들의 지구 기후변화에 대한 지식과 행동은 유의미한 상관관계를 보이지 않았고, 교사들 역시 지구 기후변화에 대한 지식과 행동 간에 유의미한 차이를 보이지 않았다(p> .05). 환경교육은 환경에 대한 긍정적인 행동을 높이는데 초점을 맞출 필요가 있으며, 환경에 대한 지식과 행동 모두 높이는 교수학습 연구도 추가적으로 진행될 가치가 있다.