earticle

영어

The purpose of this study was to investigate the effects of discussion-based AI eco-transition education on elementary students' perception, knowledge, and attitude towards climate change, as well as their environmental literacy. For this study, 18 students from one 6th-grade class at G Elementary School located in P City were selected as the research group, and 20 students from another 6th-grade class were selected as the comparison group. The research group students received discussion-based AI eco-transition education, while the comparison group received general eco-transition education. To conduct this study, pre- and post-tests on climate change perception, knowledge, and attitude, and environmental literacy were administered, and the results were analyzed. The conclusions drawn through this study are as follows: Firstly, discussion-based AI eco-transition education was effective in improving elementary students' perception, knowledge, and attitude towards climate change. Through the eco-transition education program, students came to recognize the severity of climate change and developed correct perceptions. They naturally acquired concepts and knowledge related to climate change throughout the lesson progression. Furthermore, students were observed to cultivate appropriate attitudes for mitigating climate change, and this difference was found to be statistically significant. Secondly, discussion-based AI eco-transition education improved elementary students' environmental literacy. As a result of analyzing environmental literacy, divided into the domains of environmental attitude and values, sensitivity, and pro-environmental behavior, the environmental literacy of the research group improved in all areas after the discussion-based AI eco-transition education compared to before the intervention. This signifies that discussion-based AI eco-transition education had a positive influence on improving elementary students' environmental literacy.

한국어

본 연구는 토의·토론 기반 AI 생태 전환 교육이 초 등학생의 기후변화에 대한 인식, 지식, 태도 및 환경 소양에 미치는 영향을 분석하는 데 목적이 있다. P시 에 소재한 G초등학교 6학년 학생 중 18명을 연구집단, 20명을 비교집단으로 구성하여, 연구집단에는 토의·토 론 기반 AI 생태 전환 교육을, 비교집단에는 일반 생 태 전환 교육을 실시하였다. 본 연구의 결과는 다음과 같다. 첫째, AI 생태 전환 교육은 초등학생의 기후변화에 대한 인식, 지식, 태도 향상에 유의미한 효과를 보였 다. 학생들은 기후변화의 심각성을 이해하고, 관련 개 념을 습득하며, 긍정적 태도를 형성하였다. 둘째, AI 생태 전환 교육은 환경 소양(태도·가치, 감 수성, 환경 친화적 행동)에서도 유의미한 향상이 나타 났다. 인공지능을 활용한 수업과 주도적인 토의·토론 활동을 통해 학생들은 환경 문제 해결에 대한 관심과 실천 의지를 갖게 되었으며, 생태적 소양을 생활 속에 서 실천하는 모습을 보였다. 이러한 결과는 토의·토론과 AI를 접목한 생태 전환 교육이 초등학생의 환경 인식과 소양을 효과적으로 증 진시킬 수 있음을 시사한다.