2022 개정 교육과정에 따른 초⋅중등 교과서의 에너지 관련 서술 분석 - 국외 7개국 과학 교과서와의 비교를 중심으로-

초록

This study analyzed descriptions of energy-related topics in Korean elementary and secondary textbooks developed under the 2022 Revised National Curriculum, including those in science, social studies, moral education, environmental education, technology and home economics, and integrated subjects. It compared these descriptions with those in science textbooks from seven other countries: the United States, the United Kingdom, Singapore, Japan, France, Russia, and China. In Korean textbooks, energy issues are generally presented in social and contextual settings of climate crisis response and sustainable living. However, explicit descriptions of scientific concepts and principles (e.g., forms of energy, energy transformation, energy conservation, and the principles of power generation) were relatively underrepresented. Furthermore, the Korean textbooks lacked balanced comparisons of the advantages and limitations of different energy sources as well as activities that encourage students to explore socio-environmental issues based on scientific evidence. Clear connections to the energy situation in Korea were also underdeveloped. The international textbooks provided implications for Korean energy education in their explicit presentation of basic energy concepts, comparison of energy sources using diverse criteria, and clear linkages between scientific principles and national energy policies. This article therefore proposes that Korean textbooks integrate a more systematic presentation of basic energy concepts, more balanced comparisons of energy sources, decision-making activities grounded in scientific evidence, more accurate depictions of domestic realities, and stronger cross-curricular conceptual coherence and terminological consistency.

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