차기 국가 교육과정에서의 환경교육 강화전략 마련을 위한 기초 연구: 환경교육 내용 분석틀 개발을 중심으로

To establish a strategy for strengthening environmental education in the next national curriculum, it is first necessary to analyze its status in the existing curriculum. This study aims to develop a framework for content analysis of environmental education, which will provide a starting point to investigate how well the national curriculum incorporates it. For this purpose, environmental education was treated in a extended sense, including “environmental and sustainable development education,” and environmental education toward sustainability. To develop a framework for the analysis of environmental education content, a variety of pertinent sources was consulted. These included the domestic curriculum for middle and high schools in Korea, the OECD Learning Framework (OECD, 2018), the Sustainability Framework of Australia (DEWHA, 2010), and the Environmental Literacy Framework for NAAEE (Hollweg et al., 2011). The framework thus developed consists of four categories of environmental knowledge: environmental values and attitudes, environmental competence, and environmental practices and participation. These categories are considered to interact actively rather than existing in isolation from each other. The framework for environmental education content analysis in this study is characterized by an emphasis on environmental practices and participation, with a series of enabling processes suggested as sub-categories. Using this framework to analyze the contents of environmental education in the curriculum or textbooks will provide meaningful insights on the kinds of environmental education conducted in schools, and the contents and methods which might supplement it in future.