2022 개정 교육과정에 수록된 에너지 관련 내용 분석

초록

This study analyzed the energy-related content presented in the 2022 revised national curriculum and explored directions for improving energy education. Energy-related statements in subject-specific achievement standards and content frameworks were examined. The extent to which the essential principles and fundamental concepts of energy literacy were reflected was then analyzed using an energy literacy framework. The findings indicate that the curriculum addresses energy across school levels within the broader contexts of climate change responses and sustainable living, with a particular emphasis on social practices like the expansion of renewable energy and efficient use of energy. However, foundational scientific concepts including the definition, forms, and transformation of energy were not sufficiently addressed at the elementary level. An analysis of the essential principles and fundamental concepts of energy literacy demonstrated that the frequency and distribution of these concepts varied across school levels and did not exhibit a consistent hierarchical progression as grade levels increased. Some principles were concentrated at specific school levels or decreased at higher levels. The improved development of energy literacy requires a more systematic organization of foundational scientific concepts in energy education, a more balanced presentation of value judgments and objective facts, and a reconsideration of how the fundamental concepts associated with each principle are distributed across school levels.

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