Journal of Korean Home Economics Education Association (한국가정과교육학회지)

Korea Home Economics Education Association (한국가정과교육학회)
권호 표지
DOI QR코드

DOI QR Code

Analysis of Sustainable Development Goals(SDGs) and 'Housing' Contents in Middle School Technology·Home Economics Textbooks

중학교 기술·가정 교과서의 '주생활' 단원 내용과 관련된 지속가능발전목표(SDGs) 분석

  • Received : 2019.01.17
  • Accepted : 2019.03.13
  • Published : 2019.03.31
Download PDF
⟨ Previous Next ⟩

Abstract

The purpose of this study is to analyze the contents of 'housing' unit in middle school Technology-Home Economics textbooks according to the 2015 revision curriculum based on the targets of SDGs. All contents of the ten textbooks of five publishers, such as texts, photographs/figures/tables, activity tasks, and supplementary materials were analyzed in terms of SDGs targets. The number of 'housing' contents among 4 small housing units of Technology-Home Economics book 1 & 2 varied from 64 to 97 by publishers. Beside SDGs4.7, which contains inclusive and general ESDGs, 24 targets of 10 SDGs were found to be related to the contents of 'housing' and were grouped into 15 target categories. The number of SDGs target categories related to housing contents of each small unit and total of all units differed by publishers. Each of 4 small 'housing' units from all the five publishers was related to 6~10 target categories. The contents of five book 1's were related to smaller number of target categories than those of five book 2's. They corresponded to 9 and 12 target categories, consecutively. Only SDGs' target11.1 (appropriate and safe housing and basic services) was related to all the four small units of 'housing' contents among all the five publishers. covering 43.8% of the housing contents. In conclusion, the contents of the 'housing' unit were related to broad range of SDGs targets. Further study could relate goals of teaching-learning plan to various global targets of SDGs according to the contents of 'housing' in order to accomplish ESDGs.

이 연구목적은 2015 개정 교육과정에 따른 중학교 기술·가정 교과서 주생활 단원에 SDGs의 내용이 어떻게 반영되어 있는지 알아 보기 위해 지속가능발전목표(SDGs)의 세부목표를 기준으로 주생활내용을 분석하는 것이다. 이 목적을 이루기 위해 5종 기술·가정 교과서 10권에서 '주생활 문화와 주거 공간 활용', '주거환경과 안전'을 내용요소로 하는 본문, 사진·그림·표·그래프·삽화, 활동과제, 보충자료를 SDGs 세부목표를 기준으로 내용분석 기법을 사용하여 분석하였다. 분석방법은 교과서의 모든 내용을 전사한 다음, 문장을 맥락을 가진 의미 단위로 묶어서 내용분석의 기본단위(내용단위)로 만들었다. 내용단위가 SDGs의 세부목표와 관련되는 있는지 확인한 후에 세부목표별로 빈도분석을 하고, 내용을 제시하였다. 내용단위가 여러 가지의 SDGs 세부목표를 포함하고 있는 경우에는 관련된 세부목표 모두를 중복하여 빈도에 포함시켜 분석하였다. 5종의 교과서를 분석한 결과 내용단위수는 412이며, 내용단위가 SDGs의 세부목표와 관련된 빈도수는 568로 나타났다. 이는 '주생활' 단원은 SDGs와 관련이 많은 것으로 해석된다. SDGs의 17개 목표, 169개 세부목표 중에서 '주생활' 단원과 관련된 SDGs는 11개 목표, 25개 세부목표로 분석되었다. 이중 목표 4의 세부목표 4.7은 지속가능발전교육을 포괄적으로 담고 있어 어느 내용과도 관련되므로 제외하고, 10개 목표, 24개 세부목표를 15개 세부목표기준으로 일부 통합하였다. 5종 교과서에서 '주생활' 단원의 4개 각 소단원은 6~10가지의 SDGs 세부목표기준과 관련이 있었다. 5종 교과서 1권의 내용은 9개의 SDGs 세부목표기준을 담고 있었고, 교과서 2권보다 3개가 더 적었다. 소단원별 SDGs와의 연관성을 분석한 결과 모든 교과서의 모든 소단원의 내용이 SDGs의 세부목표 11.1(적절하고 안전한 주택 및 기본 서비스)을 공통적으로 포함하고 있으며, 이는 전체 주생활 내용단위의 43.8% 차지하는 대표적인 세부목표이다. 이 연구결과는 주생활교육을 거시적인 지속가능목표와 연관하여 이해하고 세계시민교육의 방향에 맞춰 교육을 확장하며 나아가 가정교과가 학교현장에서 지속가능발전교육을 실현하는데 기초자료로 활용될 수 있을 것으로 기대된다.

Keywords

References

  1. An, M. Y., & Nam, Y. S. (2010). A content analysis of the middle school Technology-Home economics textbook of the 7th curriculum by units from the education sustainable development perspective. Proceedings of the 2010 Summer The Korean Society for Environment Education Conference. Korea, 142-145.
  2. Bae, Y. Y. (2017). Development the teaching-learning of Home Economics education class for ESD. Unpublished master's thesis, Korea University, Seoul, Korea.
  3. Chae, J. H., Park, M. J., Kim, S. G., & Han, J. (2017). Introduction to Home Economics Education. Paju: Kyomunsa.
  4. Cho, H. G. (2014). Content comparison of Housing area between Korea and Japan from analyses of middle school Home Economics curricula and textbooks. Unpublished master's thesis, Gyeongsang National University, Jinju, Korea.
  5. Choi, D. H. (2005). Sustainable future and school environment education. Proceedings of the 2005 Summer The Korean Society for Environment Education Conference. Korea, 24-42.
  6. Choi, Y. L., & Nam, Y. S. (2016). Analysis of the clothing unit of highschool Technology-Home Economics textbooks in the revised 2009 curriculum from the perspective of ESD. Proceedings of the 2016 Summer The Korean Society for Environment Education Conference. Korea, 51-54.
  7. Ji, S. H. (2007). Study on the development of education for sustainable development of understanding programme. Unpublished master's thesis, Korea National University of Education, Cheongju, Korea.
  8. Jo, S. H., An, J. J., Lee, S. H., & Choi, D. H. (2015). Meeting education and sustainable development. Seoul: BooksHill.
  9. Ju, S. E. (2016). The analysis of contents on education for sustainable development(ESD) in middle school Home Economics textbooks: Focused on the units of 'Adolescence Consumption Life'. Journal of Korean Home Economics Education Association, 28(2), 55-75.
  10. Ju, H. J., Choi, Y. L., & Cho, J. S. (2017). Contents analyses of teaching.learning research on housing education of home economics for secondary schools. Journal of Korean Home Economics Education Association, 29(3), 33-48. https://doi.org/10.19031/jkheea.2017.09.29.3.33
  11. Kang, M. J., Lee, S. H., Kim, Y. T., & Lee, S. W. (2018). The development and application of ESD education program on sustainable development goals1-4 area. The Journal of Korea Elementary Education, 29(1), 81-99.
  12. Kim, G. L. (2018). Analysis of infant and child indicators of sustainable development goals(SDGs): Focusing on domestic data availability for monitoring. Unpublished master's thesis, Ewha Womans University, Seoul, Korea.
  13. Kim, J. S. (2018). Contents and perspectives of sustainable development education reflected in middle school Technology.Home Economics textbooks: Focused on Consumer life related unit. Unpublished master's thesis, Seoul National University, Seoul, Korea.
  14. Korea Educational Development Institute (2017). Study on development cooperation for achieving sustainable development goals (1): Strategies for practicing basic education. Jincheon: Korean Educational Development Institute.
  15. Korean National Commission for UNESCO (2018). Education for sustainable development / UNESCO's 2030 ESD strategy. Retrieved from https://www.unesco.or.kr/data/unesco_news/view/746/568/page/0
  16. Lee, H. R. (2011). Analysis of practical reasoning contents in Housing area of middle school Home Economics textbooks. Unpublished master's thesis, Ewha Women University, Seoul, Korea.
  17. Lee, J. G., Kim, M. J., Mo, T. H., Pack, M. J., Pack, S. Y., & Cho, J. S. (2003). Content analyses of 'Housing' area in Technology.Home Economics textbooks for middle school. Journal of Korean Home Economics Education Association, 15(2), 35-54.
  18. Lee, S. K., Lee J. Y., Lee, S. C., Lee, Y. J., Min, K. S., Sim, S. K., & Ha, K. H. (2005). The present status and implementation strategy of education for sustainable development in Korea. Proceedings of the 2005 Summer The Korean Society for Environment Education Conference. Korea, 11-23.
  19. Lee, Y. S. (2010). An analysis on the units of 'Adolescence self-management' and 'Adolescence consumption life' in Technology.Home Economics textbooks used in middle school: Focusing on how the emphasis of the 2007 curriculum revision is reflected. Journal of Korean Home Economics Education Association, 22(3), 55-75.
  20. Lee, Y. S., & Jang, S. O. (2011). Content analyses of Housing area in middle school Technology.Home Economics textbooks by 2007 revised curriculum. Journal of Korean Home Economics Education Association, 23(2), 131-148.
  21. Ministry of Education (2015). Practical Arts (Technology-Home Economics) Curriculum. Ministry of Education Notice No. 2015-74 [Separate 10].
  22. Ministry of Education, Science and Technology (2011). Practical Arts (Technology-Home Economics) curriculum. Ministry of Education, Science and Technology Notice No. 2011-361 [Separate 10].
  23. Ministry of Environment Sustainable Development Committee (2016). National sustainability report('12-'14). Daejeon: Ministry of Environment.
  24. Myeong, S. J. (2016). Policy directions for achieving the sustainable development goals in the area of land environment. Sejong: Korea Environmental Policy and Evaluation Institute.
  25. O, J. H., & Park, Y. S. (2016). 2030 establish national statistics countermeasures for sustainable development. Daejeon: National Statistical Office.
  26. OECD (2018). The future of education and skills, education 2030. OECD. Retrieved from http://www.oecd.org/education/2030/
  27. Park, E. H. (2017). The meaning of UN sustainable development goals(SDGs) and the implication to early childhood education. Early Childhood Education Research, 37(3), 119-136.
  28. Park, H. N., & Nam, Y. S. (2005). A study on the development school agenda 21 to activate environmental education. The Environmental Education, 18(2), 23-31.
  29. Park, M. R., & Cho, J. S. (2010). Application and development of teaching.learning plan for 'sustainable residence created with neighbor'. Journal of Korean Home Economics Education Association, 22(3), 1-18.
  30. Park. M, J., Cho. J. S., Jang. S. O., & Lee, Y. S. (2011). Content analyses of green life-educational materials in Korean and Japanese middle school Home Economics textbooks. Journal of Korean Home Economics Education Association, 23(1), 1-17.
  31. Seong, J. H. (2006). The meaning and future tasks of sustainable development education through regional center of expertise. Proceedings of Korean Environment Education Association Conference. Korea, 51-54.
  32. UN (2015). The global goals for sustainable development. Retrieved from http://www.globalgoals.org
  33. UNESCO (2014, November 10-12). Aichi-Nagoya Declaration on Education for Sustainable Development. Retrieved from http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/ERI/pdf/Aichi-Nagoya_Declaration_EN.pdf
  34. UNESCO, & Korean National Commission for UNESCO (2016). A study forrReflecting the education process of UNESCO Ideology: Focusing on the schoolwide approach to sustainable development education. Seoul: Author.
  35. UNESCO, & Korean National Commission for UNESCO (2017a). Coping with climate change: A school guide to climate action. Seoul: Author.
  36. UNESCO, & Korean National Commission for UNESCO (2017b). Teacher's guide for world citizens school of sustainable development practice. Seoul: Author.
  37. UNESCO, & Korean National Commission for UNESCO (2017c). Unpacking sustainable development goal 4: Education 2030. Seoul: Author.
  38. Yang, Y. (2016). A study on the development of fashion education program for sustainable life: Focused on the Clothing & Textile area in Practical Arts Education in middle & high School. Design Convergence Study, 15(6), 56-72.