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2025 Vol.33, Issue 4 Preview Page

Special Issue

Developing a Learner-Led Instructional Model Utilizing Artificial Intelligence (AI) Tools
- Focusing on Climate and Environmental Education -

학습자 주도 인공지능(AI) 도구 활용 수업 모델 개발
- 기후환경 수업을 중심으로 -

김다원1 · 강아영2 · 김명희3

Dawon Kim1 · Ahyoung Kang2 · Myounghee Kim3

1광주교육대학교 사회과교육과 교수
2광주교육대학교 광주부설초등학교 교사
3광주교육대학교 광주부설초등학교 교사
1Professor, Department of Social Studies Education, Gwangju National University of Education
2Teacher, Attached Elementary School, Gwangju National University of Education
3Teacher, Attached Elementary School, Gwangju National University of Education
30 November 2025. pp. 131~152
PDF Citation
Abstract
The purpose of this study is to develop a learner-led instructional model utilizing artificial intelligence (AI) tools within the context of climate and environmental education, and to explore its pedagogical potential and implications through classroom implementation. The study designed an inquiry-based lesson on the topic of the climate crisis, enabling students to conduct inquiry tasks using generative AI and visualization tools such as MRI of the Earth and Entry. The instructional procedure consisted of five stages: setting an inquiry problem, generating key questions, collecting and analyzing data, proposing policies, and reflection. Data were collected and analyzed through teacher observations, analysis of student artifacts, post-class interviews, and learner self-reflection records. The findings indicate that learners used AI tools not merely as sources of information, but as instruments for expanding thinking and engaging in critical validation. Students demonstrated active participation and collaborative interaction at each stage of the inquiry. In particular, when AI was positioned as an “opponent” to challenge and refine their policy proposals, learners developed deeper logical reasoning and problem-solving skills. These experiences suggest that AI tools can function as mediators that foster learners’ inquiry motivation, cognitive autonomy, and critical literacy.
Keywords
Learner-led learning
AI tool utilization
Climate and environmental education
Inquiry-based instruction
Instructional model
본 연구의 목적은 기후환경 수업 맥락에서 학습자 주도 인공지능 도구 활용 수업 모델을 개발하고, 이를 실제 수업에 적용하여 그 가능성과 교육적 시사점을 탐색하는 데 있다. 본 연구에서는 기후위기 문제를 주제로 탐구 중심 수업을 설계하고, 학습자가 생성형 인공지능(generative artificial intelligence)과 시각화 도구(MRI of the Earth, 엔트리(Entry) 등)를 활용하여 탐구 과제를 수행하도록 하였다. 연구 절차는 탐구 문제 설정–핵심 질문 생성–자료 탐색 및 분석–정책 제안–성찰의 5단계로 구성하였으며, 교사 관찰, 학습자의 산출물 분석, 학습 후 면담 및 자기성찰 기록을 통해 자료를 수집·분석하였다. 연구 결과, 학습자들은 인공지능 도구를 단순한 정보 제공 수단이 아닌 사고 확장과 비판적 검증의 도구로 활용하였으며, 탐구의 각 단계에서 주도적 참여와 협력적 상호작용을 보였다. 특히 인공지능을 ‘반대자(opponent)’로 설정하여 정책을 검증·보완하는 과정에서 학습자들은 논리적 사고와 문제 해결 능력을 심화시켰다. 이러한 경험은 인공지능 도구가 학습자의 탐구 동기와 사고의 자율성, 비판적 리터러시를 촉진하는 매개체로 기능할 수 있음을 시사한다.
키워드
학습자 주도 학습
인공지능 도구 활용
기후환경 교육
탐구 중심 수업
수업모델
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Information
  • 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 : 33
  • No :4
  • Pages :131~152
  • DOI :https://doi.org/10.17279/jkagee.2025.33.4.131
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