주요 국가의 교육 과정과 교과서에 제시된 원자력 발전 내용 분석

Abstract

Objectives The purposes of this study were to analyze status, history and policy, science and social studies curriculum, textbooks of nuclear power in major countries.
 Methods In accordance with global nuclear policies, the United States and Japan were selected as countries to expand and maintain nuclear power plants. In the case of a country abolishing it, Korea, Germany, France were chosen. Australia is one of the countries that doesn't have it. We identified the current status of nuclear power through the number of nuclear power plants, generation, historical and policy data in major countries. And this study investigated nuclear power generation after collecting data from science and social studies curriculum and textbooks published by selected countries and discussed the implications.
 Results In terms of the curriculum, science subject was more than social studies subject, especially in high school physics and chemistry. Textbooks of the 2009 Revised Curriculum and US textbooks showed high in frequency. In domestic textbooks and foreign science textbooks, contents were many “pros and cons, and controversial situations of nuclear power generation”. In foreign social studies textbooks, contents were many “nuclear accident”.
 Conclusions In order to students to properly understand the issue of nuclear power generation, nuclear content and educational methods should be planned systematically from elementary school.