비점오염원에 관한 환경교육 프로그램이 초등학생의 수질오염에 대한 인식과 환경소양에 미치는 영향 :The effect of environmental education program on nonpoint pollution sources on elementary school students' perception of water pollution and environmental literacy

홍은영

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자료유형: 학위논문

저자정보: 홍은영 (부산교육대학교, 부산교육대학교 대학원)

지도교수: 소금현

발행연도: 2019

저작권: 부산교육대학교 논문은 저작권에 의해 보호받습니다.

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2019

비점오염에 관한 환경교육 프로그램이 초등학생의 수질오염에 대한 인식과 환경소양에 미치는 영향

홍은영 , 이성희 , 소금현 환경교육 2019.03 학술저널

비점오염원에 관한 환경교육 프로그램이 초등학생의 수질오염에 대한 인식과 환경소양에 미치는 영향

홍은영 2019.01 학위논문

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본 연구에서는 비점오염원에 관한 환경교육 프로그램을 개발하여 초등학생들이 비점오염원에 대한 이해를 바탕으로 비점오염과 관련된 환경 문제의 해결 및 수질 개선과 수생태계 보전에 적극적으로 참여하는 실천력을 기르는데 기여하고자 하였다.
본 연구는 초등학교 5학년 학생 29명을 대상으로 비점오염원에 관한 환경교육 프로그램을 적용하여 수질오염에 대한 이해도, 환경소양 함양 및 환경에 대한 인식 변화에 관한 사전·사후 설문조사 결과를 분석하였다.
본 연구의 결과는 다음과 같다.
첫째, 비점오염원에 관한 환경교육 프로그램은 초등학생들의 수질오염 이해도 향상에 효과적이다. 본 프로그램을 통해 학생들은 수질오염의 원인과 개념을 정확하게 이해하였으며 수질 환경에 대한 종합적인 지식을 얻었다.
둘째, 비점오염원에 관한 환경교육 프로그램은 초등학생들의 환경소양 향상에 효과적이다. 본 프로그램을 적용한 수업을 하기 전과 비교하여 수업을 하고 난 후 환경소양의 정의적, 행동적 영역에서 유의미한 변화가 나타났다.
셋째, 비점오염원에 관한 환경교육 프로그램은 초등학생의 환경에 대한 인식 변화에 긍정적인 영향을 준다. 학생과의 면담을 분석한 결과 본 프로그램이 초등학생에게 환경오염에 대한 관심을 높이고, 환경보호 실천의지를 증진하는 등의 긍정적인 영향을 미치는 것으로 나타났다.
위와 같이 비점오염원에 관한 환경교육 프로그램은 초등학생의 수질오염 이해도를 향상시키는데 효과적이며 환경소양의 정의적, 행동적 영역 발달에 기여하고, 환경에 대한 인식 변화에 긍정적인 영향을 준 것으로 판단된다.

In this study, we developed an environmental education program for nonpoint pollution sources, so that elementary school students will understand the nonpoint pollution sources and contribute to the improvement of environmental problems related to nonpoint pollution and to improve the water quality and actively participating in conservation of water ecosystem .
This study was conducted to analyze the pre - and post - questionnaire survey on the understanding of water pollution, environmental literacy, and environmental perception change by applying environmental education program on non - point pollution source in 29 elementary school students.
The results of this study are as follows.
First, environmental education programs on nonpoint pollution sources are effective in improving understanding of water pollution in elementary school students. Through this program, students have a clear understanding of the causes and concepts of water pollution and have gained a comprehensive knowledge of the water environment.
Second, environmental education programs on nonpoint pollution sources are effective in enhancing environmental literacy among elementary school students. There was a significant change in the positive and behavioral domains of environmental literacy after classroom lessons compared to before the program.
Third, environmental education programs on nonpoint pollution sources positively affect elementary school students'' environmental perceptions. Analysis of interviews with students revealed that the program had a positive impact on elementary school students, such as promoting interest and practice in environmental pollution.
As mentioned above, environmental education programs on nonpoint pollution sources are effective in improving understanding of water pollution in elementary school students, contributing to the development of positive and behavioral areas of environmental literacy, and positively affecting environmental perception change.

Ⅰ. 서 론 ·················································································· 1
1. 연구의 목적과 필요성 ······························································· 1
2. 연구문제 ················································································· 4
3. 용어의 정의 ············································································· 5
4. 연구의 제한점 ·········································································· 6
Ⅱ. 이론적 배경 ········································································· 7
1. 수질오염 ················································································· 7
2. 환경소양 ················································································ 12
3. 선행연구 고찰 ········································································ 16
Ⅲ. 연구방법 및 절차 ································································ 19
1. 연구 절차 ·············································································· 19
2. 연구 대상 및 연구기간 ···························································· 20
3. 연구 설계 ·············································································· 20
4. 검사 도구 ·············································································· 21
5. 자료 처리 방법 ········································································ 24
6. 비점오염원에 관한 환경교육 프로그램을 구성하는 교육과정 요소 ····· 24
7. 비점오염원에 관한 환경교육 프로그램의 수업 내용 ····················· 25
Ⅳ. 연구 결과 및 논의 ······························································ 28
1. 비점오염원에 관한 환경교육 프로그램이 초등학생의 수질오염 이해도에 미치는 영향 ······································································ 28
2. 비점오염원에 관한 환경교육 프로그램이 초등학생의 환경소양 향상에 미치는 영향 ··········································································· 30
3. 비점오염원에 관한 환경교육 프로그램이 초등학생의 수질오염에 대한 인식 변화에 미치는 영향 ························································· 32
Ⅴ. 결론 및 제언 ······································································ 39
1. 결론 ······················································································ 39
2. 제언 ······················································································ 40
참고문헌 ················································································· 42
ABSTRACT ············································································ 45
부록 ······················································································· 47

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