중등 환경 교과서의 환경 소양 요소 분석

The purpose of this study was to make valuable suggestions for improving environmental education(EE) teaching materials. For the purpose of this study, we analyzed four secondary school EE textbooks in the perspective of environmental literacy components. The findings of this study are as follows: (1) As a whole, the EE textbooks tend to focus the understanding environmental knowledge much more than environmental activities. (2) In 'main text' domain of EE textbooks, environmental information, including environmental issue knowledge, is much more focused than environmental attitudes and behavior, including socio- political and environmental issue knowledge. (3) In ‘graphic data' domain, environmental information about environmental issue knowledge was most prevalent. (4) Most learning activities focus on 'issue skill' component, rather than 'attitude' and 'action' component. (5) The objectives of EE in the 7th national Curriculum were not explicitly embedded in textbooks and too much is inclined toward 'knowledge' and 'skill'. Accordingly, it is necessary to develop 'module-type' EE textbooks to enable integrative EE. Also, it is suggested to develop specific strategies for linking environmental knowledge and attitude/behavior.