Journal of Korean Elementary Science Education (한국초등과학교육학회지:초등과학교육)

The Korean Elementary Science Education Society (한국초등과학교육학회)
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A Study on the Ecocentric Worldview of Elementary School Students

초등학교 4-6학년 학생들의 생태중심 세계관에 대한 연구

  • Received : 2021.02.09
  • Accepted : 2021.04.12
  • Published : 2021.05.31
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Abstract

Ecocentric worldview is considered as worldview that overcomes present environment problems and increases animal right. This study explores the formation of an ecocentric worldview for 4th-6th graders based on Peter Singer's research that divides the development of morality into family-centered, species-centered, and ecocentric worldview. The subjects of this study were 77 4th graders, 84 5th graders, and 91 6th graders in Daegu Metro- politan City. The results of surveying students' worldview based on the questionnaire developed by dividing into 6 questions are as follows. In most of the items in grades 4-6, the rate of formation of a species-centered worldview or a family-centered worldview was higher than that of an ecocentric worldview. However, in the case of 6th grade students was significantly higher than in other grades because they learned lesson on wolf restoration in the 5th grade science class. This may be seen as an effect of education, but since the ecocentric worldview did not appear high in other questions, it is reasonable to assume that 6th graders simply recited what they learned rather than forming a true ecocentric worldview. Therefore, there is a need for education that can help students to think, judge, and act on the basis of the ecocentric worldview consistently in any situation, rather than just memorizing the knowledge of the ecocentric worldview learned.

생태중심 세계관은 현재의 환경 문제를 극복하고 동물 권리를 신장시키는 세계관으로 여겨진다. 본 연구는 도덕성의 발달을 가족중심, 종중심, 생태중심으로 구분한 피터 싱어의 연구를 바탕으로 초등학교 4~6학년 학생들의 학년별 생태중심 세계관 형성에 대해 탐색하고, 현 교육과정에 주는 함의를 찾아 보고자 한다. 연구 대상은 대구광역시 소재의 초등학교 4학년 77명, 5학년 84명, 6학년 91명이며, 학생들의 생태중심 세계관과 종중심 세계관, 그리고 가족중심 세계관을 알아보기 위한 설문지를 제작한 후, 이에 대한 응답을 분석하였다. 분석 결과, 4-6학년 학생들 모두 대부분의 문항에서 생태중심 세계관보다 종중심 세계관이나 가족중심 세계관의 형성 비율이 높게 나타났다. 다만 6학년 학생들의 경우 5학년 과학교과서에서 늑대복원의 생태 관련 학습 시 접했던 사례를 활용한 문항에서는 생태중심 세계관을 형성한 비율이 다른 학년에 비해 유의미하게 높게 나타났다. 이는 교육의 효과로 볼 수도 있을 것이나, 다른 문항들에서는 생태중심 세계관이 높게 나타나지 않았기에 6학년 학생들이 진정한 생태중심 세계관을 형성했다기보다는 단순히 학습한 내용을 암송하듯 읊었다고 보는 것이 타당하다. 따라서 학생들이 학습한 생태중심 세계관이 단순한 지식 암기에 그치지 않고, 어떤 상황에서도 일관성 있게 생태중심 세계관을 바탕으로 생각하고 판단하며 행동할 수 있도록 도울 수 있는 교육이 필요하다. 후속 연구로 학습한 결과물이 단순히 지식수준에 그치지 않고, 내면화되어 실천적 역량까지 발달할 수 있도록 돕는 교육적 방안에 대한 연구를 제언한다.

Keywords

Acknowledgement

본 연구는 2019년 대한민국 교육부와 한국연구재단의 지원을 받아 수행된 연구임(NRF-2019S1A5C2A04081191/NRF-2019R1A2B5B01069840).

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