초등학생 대상 지구시민교육의 효과 평가 = Effect of Earth Citizenship Education on Elementary School Students

다국어 초록 (Multilingual Abstract)

This study aimed to evaluate the effect of Earth Citizenship Education by a non-profit corporation on sixth-grade students in elementary school. To this end, from April to July 2023, education and campaigns were conducted, targeting one class of sixth graders at N Elementary School in Seoul, selected for the Global Citizenship Education Program encompassing food education, environmental education, and social education. First, Food education covered three topics and a campaign promoting the right food practices. These include ‘nutrition balance and taste education,’ ‘food labeling education’, and ‘animal welfare education’. Similarly, environmental education covered three themes and school clean-up campaigns: ‘proper cleaning class,’ ‘blue ocean class’, and ‘virus and earth environment class’. Finally, social education focused on two topics: ‘cognitive domain and media literacy’, and ‘project design,’ emphasizing empathy education for fostering coexistence. Over ten weeks, professional instructors visited the school for 80 to 90 minutes each week to deliver experiential face-to-face lectures and organize practical missions. To assess the effect of Earth Citizenship Education, students' knowledge, attitudes, and behavioral aspects related to each topic were surveyed before and after the education. The first survey, aimed at capturing immediate effects, was conducted one week after the education, while the second survey was administered a month later to confirm the continuity of behavioral changes. The collected data underwent statistical analysis using SPSS 21.0. Results reveal that elementary school students’ scores across knowledge, attitude, and behavioral areas improved by 13.2, 23.0, and 10.0 points, respectively, post 1st and 45.1 post 2nd. The average scores stood at 86.4, 77.4, and 59.4 points post 1st and 94.5 points post 2nd. Environmental education recorded improvements of 9.6, 13.3, and 5.9 points post 1st, and 37.6 points post 2nd, with average scores of 76.2, 79.2, and 64.4 points post 1st, and 96.1 points post 2nd. In addition, social education showed improvements of 9.0, 2.7, and 6.1 points post 1st and 40.0 points post 2nd, with average scores of 84.0, 75.5, and 47.8 points post 1st and 81.7 points post 2nd. Elementary school students expressed high satisfaction with Earth Citizenship Education, especially the student-centered learning consisting of direct activities and experiences, with average scores of 84.9 and 75.2 points for food education, 83.0 and 75.6 points for environmental education, and 80.0 and 75.0 points for social education. However, there remains room for improvement in the recommendation scores. In conclusion, the study confirms that Earth Citizenship Education provided by the local community effectively changed elementary school students’ knowledge, attitudes, and behaviors. In addition, it was confirmed that the sustained effect on behavioral change could be attributed to teacher intervention aligned with the school curriculum, such as subject-related campaigns, providing review materials, and activities in Practical Arts subjects. Consequently, continuous post-education intervention can effectively bring about changes in knowledge, attitudes, and behaviors through proper food, environment, and social practices in daily life. Furthermore, this study can potentially contribute to developing a customized educational model in Practical Arts subjects through collaborations between local communities and schools.

국문 초록 (Abstract)

이 연구의 목적은 초등학교 6학년생을 대상으로 실시한 한 비영리 공익법인의 지구시민교육 효과를 평가하는 것이었다. 이를 위해 2023년 4월~7월에 걸쳐 바른먹거리교육, 환경교육, 그리고 사회교육으로 구성된 지구시민교육 프로그램에 선정된 서울 N초등학교 6학년 학생 1개 반을 대상으로 교육과 캠페인을 실시하였다. 먼저 바른먹거리교육은 영양균형과 미각교육, 식품표시교육, 동물복지교육의 3개 주제와 바른먹거리 실천캠페인을, 환경교육은 바른청소교실, 푸른바다교실, 바이러스와 지구환경교실의 3개 주제와 스쿨 클린업 캠페인을 진행하였고, 사회교육은 공존을 위한 공감교육으로 지식영역과 미디어리터러시, 프로젝트 디자인의 2개 주제에 대한 교육을 구성하여 총 10주(주별 80~90분)에 걸쳐 전문강사가 학교를 방문하여 학생들의 체험 중심 대면 강의와 실천 미션을 수행하였다. 교육 전후 매 주제에 대한 학생들의 지식, 태도 및 행동 영역의 설문조사를 실시하였으며, 특히 행동은 변화의 지속성을 확인하기 위하여 교육 1주일 후 1차, 한 달 후 2차 조사를 실시하였고, 수집된 자료로 SPSS 21.0을 활용한 통계분석을 실시하였다. 그 결과, 바른먹거리교육으로 초등학생들의 지식, 태도 및 행동 영역별 점수는 100점 만점에 각각 13.2점, 23.0점, 10.0점(사후1차)과 45.1점(사후2차)의 향상을 보여 평균 86.4점, 77.4점, 59.4점(사후1차), 94.5점(사후2차)을 나타내었다. 환경교육으로는 평균 9.6점, 13.3점, 5.9점(사후1차)과 37.6점(사후2차) 향상되어 평균 76.2점, 79.2점, 64.4점(사후1차), 96.1점(사후2차)을 나타냈다. 또한 사회교육은 9.0점, 2.7점, 6.1점(사후1차)과 40.0점(사후2차)의 향상을 보여 평균 84.0점, 75.5점, 47.8점(사후1차), 81.7점(사후2차)을 나타냈다. 초등학생들의 지구시민교육에 대한 만족도와 추천도는 바른먹거리교육이 각각 84.9, 75.2점, 환경교육이 83.0, 75.6점, 사회교육은 80.0, 75.0점으로 직접 수행하는 활동과 체험으로 구성된 학생중심 교육에 높은 만족을 나타냈으나 추천도는 개선의 여지를 보였다. 결론적으로 지역사회가 제공하는 지구시민교육이 초등학생들의 지식, 태도 및 행동 변화에 효과적임을 확인할 수 있었다. 또한 주제 관련 캠페인, 복습 자료 제공 및 실과 교과 등 학교 교육과정과 연계한 교사의 개입으로 행동 변화가 유지되는 효과를 확인할 수 있었다. 이 연구는 실과교육 주제로 지역사회와 학교의 협력 교육모델로 기여할 수 있을 것이다.

목차 (Table of Contents)

• Ⅰ. 서론
• Ⅱ. 이론적 배경
• Ⅲ. 연구 방법
• Ⅳ. 연구 결과
• V. 결론 및 제언
• 참고문헌