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This study aims to seek the direction for the development of ‘World Climate’ education, a key subject in primary geography education. Currently, Korean education emphasizes the classification of climatic zones and spatial distribution, often presenting the relationship between climate and human life through a linear perspective. Recognizing these limitations, this study analyzed the curricula and academic literature of the United Kingdom, France, Australia, and Japan to explore alternative approaches. The findings indicate that these countries systematically structure their curricula by connecting climate to concepts such as human-nature interactions and ‘habiter’. Additionally, relevant research highlights the importance of exploring the cultural values of climate and implementing pedagogical strategies to address learners’ misconceptions. Based on these findings, this study proposes three directions for improvement. First, it suggests introducing the concept of Climate Placeness, which understands climate as a foundation of life and place identity. Second, it recommends restructuring learning contents hierarchically by considering spatial concepts, representational tools, and reasoning processes. Third, it emphasizes teaching and learning strategies that respect students’ misconceptions as alternative frameworks and promote conceptual change through cognitive conflict. The findings of this study contribute to enhancing students’ geographical literacy and to transforming world climate learning into meaningful education that enables learners to explore the relationship between climate and human life in a multidimensional way.
본 연구는 초등 사회과 지리 영역의 핵심 주제인 ‘세계의 기후’ 교육이 나아가야 할 방향을 모색하는 데 목적이 있다. 한국의 현행 ‘세계의 기후’ 교육은 기후대 구분 및 공간적 분포 파악을 중시하며, 기후와 인간 생활의 관계를 단선적으로 설명하는 경향이 있다. 이에 본 연구는 현행 교육과정의 한계를 보완할 수 있는 대안적 접근을 탐색하고자 영국, 프랑스, 오스트레일리아, 일본의 교육과정 및 관련 학술 연구 문헌을 분석하였다. 분석 결과, 해외 주요국의 교육과정은 기후를 자연과 인간의 상호작용 및 ‘거주하기’ 등의 개념과 연계하여 체계적으로 조직하고 있었으며, 학술 연구에서는 기후의 문화적 가치 탐구와 학습자 오개념에 대한 교수학적 접근 등을 강조하고 있었다. 이를 토대로 본 연구는 세 가지 개선 방안을 제안한다. 첫째, 기후를 삶과 장소의 정체성으로 이해하는 ‘기후 장소성’ 개념의 도입이다. 둘째, 공간 개념, 표상 도구, 추론 과정을 고려한 학습 내용의 위계적 재구조화이다. 셋째, 학습자의 오개념을 대안 개념으로 존중하고 인지적 갈등을 통해 과학적 개념으로 변화시키는 교수·학습 전략의 적용이다. 본 연구의 논의는 초등학교 ‘세계의 기후’ 학습이 학습자의 지리적 소양을 함양하고, 기후와 인간의 관계를 입체적으로 탐구하는 실질적인 교육으로 거듭나는 데 기여할 것이다.
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- Publisher :The Korean Association Of Geographic And Environmental Education
- Publisher(Ko) :한국지리환경교육학회
- Journal Title :The Journal of The Korean Association of Geographic and Environmental Education
- Journal Title(Ko) :한국지리환경교육학회지
- Volume : 34
- No :1
- Pages :1~26
- DOI :https://doi.org/10.17279/jkagee.2026.34.1.1
The Journal of The Korean Association of Geographic and Environmental Education
