2015 특수교육 기본교육과정 내 환경교육 관련 성취기준 분석

Abstract

Objectives The purpose of this study is to analyze the achievement standards related to environmental education in the 2015 Special education curriculum to understand the current status of achievement standards related to environmental education and to understand implications for future curriculum revisions and follow-up studies. Methods For this purpose a framework for analyzing environmental education related content elements was selected based on previous studies, and integrated subjects, social studies, science, practical studies, career and occupations related to the environment were selected and analyzed in the 2015 special education curriculum. Results As a result of the analysis, when identified based on the subject, the integrated subject included the most achievement standards, and elementary schools included the most achievement standards by school level. Finally, when analyzed focusing on the environmental education area, environmental knowledge had the most achievement standards and when analyzed focusing on the sub-area of environmental education, the global ecosystem of environmental knowledge included the most achievement standards. Conclusions Based on the results of the study, it was found that in the 2015 Special Education Curriculum, achievement standards related to environmental education were not evenly implemented in various subjects and school levels, and the area of environmental education was also biased toward environmental knowledge. Based on these results, implications for future curriculum revisions and follow-up studies were derived.