• Journal of the Korean Society of Earth Science Education
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• v.15 no.3
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• pp.391-409
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• 2022

In this study, class demonstrations conducted integrating science education and 'Education for Sustainable Development (ESD)' by pre-service science teachers were analyzed, focusing on the concept of 'sustainable happiness' and the main elements of 'complexity theory'. In addition, changes before and after participating in such education implementation were analyzed from various angles. Through this, pre-service science teachers tried to derive implications for developing multidimensional teacher professionalism in ESD. The main findings are as follows. First, as a result of peer evaluation of class materials and class demonstrations designed by pre-service science teachers, the average of the integration for 'sustainable happiness' was relatively high. Next, it was analyzed that the elements of 'sustainable happiness' and 'complexity theory' generally had a positive correlation with ESD. In addition, after participating in the study, pre-service science teachers considered individual and social behavioral patterns as important in the sense of ESD. Regarding the need to integrate science education and ESD, pre-service science teachers thought it was necessary to deal with the concept of 'sustainable happiness' in science education to understand a sustainable way of life. It was analyzed that the elements of 'sustainable happiness' and 'complexity theory' generally had a positive correlation with ESD. It was found that pre-service science teachers' confidence in incorporating ESD in science classes was significantly higher after participation in the study. In addition, it was analyzed that pre-service science teachers have come to think more about the role of teachers who can communicate with students and think about happy lives together than before. Overall, it is thought that pre-service science teachers have come to think of multidimensional science teacher professionalism by applying the perspective of the teaching and learning strategy of the new ESD, which integrates the concept of 'sustainable happiness' and elements of 'complexity theory'.

• Journal of Korean Home Economics Education Association
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• v.32 no.1
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• pp.89-105
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• 2020

This study aimed at analyzing the clothing management units of technology and home economics textbooks in terms of their contents related to Education for Sustainable Development(ESD). The inquisitive tendency of the textbooks was also examined adopting the modified Romey's method, because it is known as an important factor in increasing student's class participation in sustainable clothing management and inducing practical behavior. First, the learning contents of clothing management unit were analyzed according to the social/political/cultural, environmental, and economic perspectives of ESD. As a result, ESD contents from social/political/cultural perspectives (safety, and health and food), environmental perspectives (natural resources, energy, and environmental problem), and the economic perspectives (sustainable production and consumption) were identified, with a heavy focus on environmental perspective. Secondly, Romey's inquisitive content analysis method was modified to analyze texts, pictures/charts, and learning activities of the clothing management unit. In all textbooks, facts and definitions were the dominant types of contents, which means less opportunities for development of inquiry ability. In conclusion, the ESD contents of the clothing management unit are inclined to the environmental perspective, and it is necessary that textbook development would need to be balanced between three perspectives. Also, future textbook authors will need to improve the inquisitive tendency of the textbooks to encourage student participation in class and induce practical application in real life.

• Journal of Fisheries and Marine Sciences Education
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• v.27 no.5
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• pp.1236-1251
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• 2015

This study examined understanding and attitude of sustainable development(SD) of 38 college students in a nuclear power plant construction after education for sustainable development(ESD) through panel discussion. The results were as follows: First, after lesson 66% of students were expected that SD is possible if scientific technology is developed and a frugal life for the protection of environment is carried out. However, the remaining students regarded SD as an ideal concept, because they thought it is not possible to pursue environmental sustainability and socio-economic development simultaneously. Second, students' opinions in the evaluation of constructing a nuclear power plant in three aspects(environment, society and economy) before and after panel discussion were changed as follows; 1) After panel discussion, the objectors increased to 21% in economic evaluation, while the supporters increased to 11% in environmental evaluation. 2) Students majoring in engineering or natural sciences changed their opinions to agree in environmental evaluation because they considered a nuclear power plant safe and eco-energy. However students majoring in social science/business or liberal arts/arts changed their opinions to disagree in economic evaluation because they considered a nuclear power plant as high-cost energy when assessing danger-accidents cost, public consensus cost, operation and maintenance cost, and waste disposal cost. 3) This change of decision-making in students majoring in social science/business or liberal arts/arts after panel discussion was statistically significant(p<0.05). Implications of panel discussion as a teaching and learning method in ESD are also discussed.

• Hwankyungkyoyuk
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• v.23 no.4
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• pp.96-111
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• 2010

The purpose of this study is to develop criteria that can evaluate the application and implementation process of Education for Sustainable Development (ESD). The subject of study is: What are the criteria to evaluate the degree of implementation of ESD in schools, and how can they be developed? In addition, the criteria questions for ESD were conducted by teachers from research and model schools in T city which applied ESD in school education. As a result, evaluation criteria questions have 3 major, 16 medium and 105 minor categories, which can evaluate ESD in school education by using a total of four kinds of analysis framework including the ESD criteria questions of ENSI (Environment and School Initiatives).

• Journal of the Korean Geographical Society
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• v.48 no.3
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• pp.466-481
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• 2013

The purpose of this research is to propose a model for education for sustainable development (ESD) within the geography curriculum. The study consists of two parts. The first part discusses the normal view of a model to assess the curriculum, namely the content and the cognitive dimensions. The ESD component necessitates an action program with skills and citizenship considered as the Objective Dimension. The second part of the paper examines the means for adding the Objective Dimension which follows a taking action approach through knowledge, skills, and citizenship that are consistent with ESD goals. The research procedure applied the methodology of the Delphi process. The theoretical model was initially developed by the researchers based on current practices in geography assessment in South Korea and the U.S. The model was tested using the Delphi technique by high school geography teachers and geography education faculty members in both countries who were recognized experts in their field. The research complements the curriculum and instructional activities that have been under way with the United Nations Decade of Education for Sustainable Development (UNDESD). The model may be used to deliberate proposals for building an ESD component into existing assessment practices.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2022.05a
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• pp.629-632
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• 2022

Education for sustainable development is an education that helps learners of all ages acquire the knowledge, skills, and attitudes necessary to solve interconnected international challenges such as climate change and environmental problems.It is an integral component of the Sustainable Development Goals (SDGs) #4 and contributes to the 17 SDGs. In order to find out the trend of ESD, 2718 news data from January 1, 2000 to December 31, 2021 were collected through 26 media outlets.As key keywords, international organizations leading sustainable development education such as the UN and UNESCO, local governments including Dobong-gu, and major issues such as climate change and ecological change could be identified. This can be used as basic data for various studies as it can explore trends for ESD.

• Journal of Korean Home Economics Education Association
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• v.32 no.3
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• pp.161-177
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• 2020

This research aims to identify the relevance of 'Adolescence consumption' units to ESD(Education for Sustainable Development), and to analyze the unit's inquiry tendency through the Romey analysis method. The assessment criteria in association with ESD developed in the previous literature were summarized and established to set up an analysis framework consisted of 11 key points including environmental perspective (natural resources, climate change/disaster prevention and mitigation, and sustainable rural and urban systems), economic perspective (corporate sustainability, market economy, and poverty gap mitigation), and socio-cultural perspective (human rights/peace/human protection, cultural diversity and understanding, health/safety, civic engagement, and management of nation). With this framework, the learning contents of 'adolescence consumption life' unit in twelve middle school Home Economics textbooks were analyzed including the texts, images/illustrations/tables/graphs, and activities. The analysis revealed that the core elements of the 'market economy' and 'management of nation' from the economic perspective were presented in three different formats: texts, images/illustrations/tables/graphs, and activities. However, relatively insufficient contents were presented in terms of health/safety, civic engagement, sustainable rural and urban systems, and corporate sustainability, and thus, development of textbooks dealing with various ESD contents is neededrecommended. Additionally, most textbooks' texts and images/illustrations/tables/graphs tend to be authoritative, while activities and assignments exhibited an inquiry tendency. It is advisable to incorporate a wider variety of ESD-related content in Home Economics classes and creatively employ inquiry-based learning activities for the development of pro-sustainable-development consumption values and behavioral tendencies among young students.

• Journal of Korean Home Economics Education Association
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• v.34 no.3
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• pp.67-83
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• 2022

This study was designed to develop a sustainable clothing life education program for middle school students and to analyze the effects of the developed program on the "Change-maker" characteristics of adolescents. This study proceeded following the ADDIE teaching design model. The learning activities in the middle school Technology and Home Economics textbooks were analyzed according to the steps of the Change-maker education program. Based on the analyzed results, the sustainable clothing life education program entitled 'Clothes for us, actions for the earth' which includes ten teaching and learning process plans, 17 individual learning activity sheets, and seven group learning activity sheets was developed. The developed program was implemented on 285 first-year students in K middle School in Ulsan. After the class, the level of Change-maker characteristics of the students increased from 3.87(SD=.54) to 4.59(SD=.64). From the interviews of the students, it was also found that the developed program influenced the values and behaviors of the students. Therefore it was confirmed that the Education for Sustainable Development(ESD) program on clothing life in middle school Home Economics developed based on the Change-maker education program stage was effective in cultivating the Change-maker characteristics of adolescents.

• The Mathematical Education
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• v.60 no.2
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• pp.173-190
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• 2021

Education for Sustainable Development is an imperative mean to achieve the sustainable development which is the key idea that meets the needs of both present and succeeding generations by reconciling environmental protection, social development and economic growth. This study addressed the following question. First, what is the overall structure of the ESD contents presented in the textbooks? Second, How are the sub-contents of ESD distributed in the textbooks? Lastly, How are the ESD contents connected to mathematics in the textbooks? For this purpose, the contents in the elemtentary mathematics textbooks from 1^st to 6^th grades were analyzed at both macro and micro levels through quantitative and qualitative research methods. As results, contents related to environmental, social, and economic dimensions were presented from the first grade. The contents were involved the mathematics content domains of Numbers and Operations, Data and Possibilities, and Patterns. However, the contents were presented intensively in middle and high grades, and environmental topics accounted for a high proportion. Among the activities related to ESD, many were focused on solving problems mathematically while some were presented to solve problems as well as to consider sustainability through the activities. Based on the results, the study aims to provide implications for the direction of mathematics education for sustainable development in elementary school.

• The Journal of the Convergence on Culture Technology
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• v.9 no.4
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• pp.291-301
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• 2023

The purpose of this study is to examine the perception of early childhood teachers on ecological art activities oriented to education for sustainable development. The research results are as follows. First, Early childhood teachers recognized the visual art of natural media, the pursuit of community values, and the participation and communication of social members as educational significance of ecological art activities. And difficulties in practicing ecological art were recognized as lack of educational environment, lack of ecological art teaching materials and specific examples, and teachers' lack of understanding of ecological art. Also, they recognized that ecological art activities foster core competencies in art experience area, such as nature-friendly communication skills, eco-friendly sensibility, and creative convergence skills. Second, regarding ecological art activities and sustainable development education, early childhood teachers considered the difficulties in practice as lack of awareness about sustainable development, lack of play meia and materials, lack of educational policies and support, and insufficient teacher training programs. Also, regarding the SDGs that can be practiced in ecological art activities, teachers were found to be highly aware of 'grow affordable and clean energy', 'improve clean water and sanitation', 'provide quality education' in the order. In the contents of education for sustainable development that can be practiced in ecological art activities, teachers are given the order of 'climate change response', 'clean energy', 'water and sanitation', 'quality education', 'health and well-being' and 'marine ecosystem'. was highly recognized. If an ecological art activity program is developed, the rate of responding that it will be used is high, so it is considered that the development of an ESD-oriented ecological art activity program is urgent.