• 한국환경교육학회지:환경교육
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• 제23권3호
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• pp.17-34
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• 2010

The purpose of this study is to explore their experience through teachers' interviews in research schools for the Education for Sustainable Development(ESD). The first issue for ESD in school was about how to approach ESD and how to combine it with the school curriculum. Of course, ESD can be approached through both subjects and discretion, which are operated with focus on experiential study. Most teachers approached ESD through subjects, but they had a lot of difficulties in its implementation because of insufficient understanding. The advantage of ESD programs is to provide students with an opportunity for experiential activity based on localization. However, difficult parts in applying ESD to school education were matters of budget for invitation of experts or for the experience learning as well as overworking of the teachers with conceptualization of ESD. Consequently, there has been change in the perception of teachers and students through ESD in schools, which have influence on the integrated thinking from diverse perspectives. Stories of research school teachers offered through categorization of interviews will provide a lot of help in the process of applying ESD to school education in the future.

• 한국환경교육학회지:환경교육
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• 제23권3호
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• pp.115-125
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• 2010

This study conducted a survey on recognition of teachers, students, and Parent Teacher Association(PTA) for the Education for Sustainable Development from April to October, 2008. It confirmed a couple of facts, which were summarized as follows; First, among eight educational areas including Environmental Education, Energy Education, Gender Education, World Heritage Education, Multi-cultural Coexistence Education, Peace Education, Education for human rights, and Education for international understanding that UNESCO had offered, this study showed that the 'Environmental Education' is a relatively important area comparing with others. Second, 54.4% of the respondents have agree with the need of the education for sustainable development in the middle school and the high school, and 54.1% of them showed their willingness to participate in the program. Third, because 49.2% of the respondents chose 'important' on the question of 'how important the field education and the experience education are', it looked like most of them agreed with the importance of the field education and the experience education. Fourth, because 61.1% of the responded teachers chose 'need' on the question of 'if it needs relationship with other studies', it looked like most of them agreed with the necessity of relationship with other studies. Fifth, 62.5% of the respondents chose 'no' on the question of 'if they conduct the education for sustainable development Even if some wanted the education for sustainable development, most of them would not do it in the regular curriculum, but in the special activity class or teacher's discretional time. Sixth, most respondents indicated the teacher's class burden and the teacher's lack of knowledge as the problem if the education for sustainable development would be conducted. This result implied that in order to vitalize the education for sustainable development, the teacher's class burden should be reduced and the teacher train program is necessary. Finally, urgent requested studies could improve the education for sustainable development in communities and schools, because the result of the survey showed education, natural observation learning, and visiting ecological parks as important elements.

• 환경영향평가
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• 제14권1호
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• pp.1-15
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• 2005

This study aims to analyze the objectives of environmental education in Environmental Impact Assessment (EIA) and the Education for Sustainable Development(ESD) factors used EIA in 'ecology and environment' textbook, and finally to analyze the situation and contents level of EIA domain in textbook to explore the possibility of the positive availability of EIA domain in high school for realization of effective ESD. To analyze the objectives of environmental education in EIA and ESD factors used EIA, researchers used the text, the activity and the teaching tip in three kinds of 'ecology and environment' textbook by the 7th curricula as the object of analysis. Framework to analyze the objectives of environmental education in EIA is the category of environmental education objectives of UNESCO presented according to 'Tbilisi Intergovernmental Conference on Environmental Education' and framework to analyze ESD factors used EIA is developed on the basis of the theory about EIA and ESD factors updated in this study. In conclusion, it proves that the EIA domain through the activity is effective for realization of ESD. According to the analysis of the study, it is proposed that the follow-up studies on the improvement of EIA domain in textbook in both quality and quantity as well as 'the teaching & learning methods and various development of teaching materials, etc: based on the emphasis on the activity are needed to progress steadily for realization of effective ESD in high school in the future.

• 한국환경교육학회지:환경교육
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• 제19권3호
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• pp.67-79
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• 2006

Education for Sustainable Development(ESD) is inclined to become popular topics in EE related debates, almost similar to populism, with declaration of UNESCO's Decade OF ESD (DESD). However we can't avoid that development in ESD practically means economic linear progress. Basically UN's declaration is to accomplish worldly task on human civilization, social & environmental problems, including ESSD. ESD is also important means for practicing ESSD, which has proved to be failure since Brutrant Report, owing to uncertain recognition of sustainability which should be something figured out by their surrounding circumstance or the conditions following its community culture, all same around the world. In this circumstance, we need certain identification on ESD globally recognized, no matter with the developing level of economy. But sustainability is usually managed or controlled by economically powered countries, by improving relatively under-development countries's economic conditions for equity. They believe under-development countries's env. problems can't be resolved without securing of economic equity. Under-development countries's economic equity can be come true ? even by another economic super powers. It really means just controlling or management by them. These all controlling process can't secure under-development countries's sustainability. Because it is not something just controlled, characterized as growing up by self-supporting system of ethnic or regional communities. So identification of sustainability in here is , not . Following its identification, we should discuss ESD, and furthermore for real ESD, there is powerful need to change it into ESE (Education for Sustainability & its Economy) to reflect this co-conceptional approach to ESD. And also we need to distinguish the educational contents boundaries among ESD and EE for this. Basically existing EE has been dealing with pollution-oriented or its related social comprehensive subjects, so it seems that EE is not familiar and harmony with ESD contents, however in alternative case I propose in this paper, changing into ESE, it could include almost all of ESD subjects, furthermore practically EE might be same with ESE.

• 한국지역사회생활과학회지
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• 제27권spc호
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• pp.635-650
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• 2016

This study analyzed rural experiential educational programs that are currently in operation and examined the programs' reflection of Education for Sustainable Development (ESD) to explore the significance of those programs in terms of the ESD. In particular, this study analyzed cases of rural experiential educational programs from four villages in the capital region, Gyeongsang, Jeolla, and Chungcheong. The analysis results are as follows. Four villages' experiential educational programs share similar activities, such as nature experience, farming, traditional food and culture, games in nature, and craft. Each village has special programs and managements according to their geographical and environmental conditions. In addition, those programs are related to the ESD elements of health food, and cultural diversity (in sociocultural area) and of species diversity and environmental issues (in environmental area). On the other hand, the ESD elements in economic areas are not related to those programs. In addition, most of the villages plan and run experiential educational programs to keep and develop their own villages' sustainability. Rural experiential educational programs need to include various elements of ESD to develop rural communities.

• 예술인문사회 융합 멀티미디어 논문지
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• 제7권4호
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• pp.603-613
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• 2017

이 연구의 목적은 지속가능발전교육(ESD, Education for Sustainable Development)을 적용하여 초등학교 과학 교과서 지질관련 단원인 '화산과 지진'단원의 학습 내용을 재구성하여 지속가능발전 및 지질 개념을 학생들이 알기 쉽게 습득하도록 탐구 학습 모듈을 개발하고 그 효과를 검증하는 것이었다. 이를 위해 초등학교 3~4학년군의 '화산과 지진' 단원을 선정하여 탐구학습 모듈을 개발하였다. 개발한 탐구학습 모듈은 교과서 1종과 교사용 지도서 1종으로 초등학교 4학년 1개 반에 투입하여 효과를 검증하였다. 연구 결과 학생과 교사 모두 새로 구성한 학습모듈은 학생들에게 ESD의 관점을 이해할 수 있는 기회를 제공하였으며, 새로 구성한 학습모듈을 통해 과학학습을 흥미롭게 수행할 수 있었다고 응답하였다. 더불어 화산과 지진과 같은 환경에 대한 관심이 높아졌으며, ESD 관점에 대한 명시적인 학습 발문과 내용 제시는 학생들의 인식 변화와 학습 개념 이해에 도움을 주었다는 것을 확인할 수 있었다. 이러한 결과는 세계적인 교육의 흐름에 맞춰 ESD에 대한 관점이 우리나라 교과서에도 명시적으로 반영되어 학생들이 미래를 준비하는 생각을 갖게 해줄 필요가 있음을 보여주는 것이라 할 수 있다.

• 한국환경교육학회지:환경교육
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• 제22권1호
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• pp.97-109
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• 2009

The purpose of this study is to grasp the degree of recognition of the ESD(Education for Sustainable Development) form Technology Home Economic teachers in high schools, to analyze contents related to the ESD within the textbooks, and to propose the improvement method of the textbooks. As a result, first, the degree of recognition on the ESD was less than about 30.1% in Technology Home Economic teachers. Second, the content and factor criterions for the ESD were developed on the basis of the previous studies. They are suitable for applying to the Vehicle Chapter in the textbooks and are including 9 contents and 7 factors, respectively. Third, the contents related to the ESD within a Technology. Home Economic textbook showed 36.1% in Technology, 33.8% in Home Economics including social and cultural(44.7%), environmental(47.1%), and economic contents(8.2%). But they in the Vehicle Chapter within the textbooks presented 69.1%, 4.8%, 26.1% in social and cultural, environmental, and economic contents, respectively. Finally, the improvement method of the new textbook for the Vehicle Chapter is to adopt issued factors including the suitable adjustment on the vehicle structure and safety as well as the supplement of environmental contents related to the ESD. In addition, it is necessary to contain the contents such as the developing process of environment-friendly vehicles, the economically sustainable consumption strategy, and the cause-and-effect relationship with the global warming in the new textbook.

• 한국가정과교육학회지
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• 제35권3호
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• pp.97-116
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• 2023

본 연구는 가정과수업에서 지속가능발전교육(ESD) 프로그램 연구를 메타분석하는 데 목적이 있다. 메타분석을 할 논문 선정을 위해 KCI에서 2000년부터 2023년 4월까지 검색어로 '환경', '지속가능', 'ESD', '녹색', '생태', '가정' 등과 함께 '개발', '적용', '효과' 등을 조합하여 논문을 수집하여 총 41개 논문을 최종 분석하였다. 랜덤효과 모형을 이용해서 전체적인 효과 크기를 측정한 결과, .51(SE=.08)로 가정과수업에서 지속가능발전교육 프로그램이 효과가 있는 것으로 나타났다. 가정과수업에서 ESD 프로그램의 효과 검증을 알아본 연구의 62개 효과크기를 연구설계, ESD 영역(사회, 환경, 경제), 내용 영역, 학교급, 학교 소재지에 따라 효과크기가 다른지 분석한 결과, 연구설계, 내용 영역, 학교 소재지에 따라 효과크기가 차이가 나는 것을 알 수 있었다. 이 연구는 메타분석을 통해 가정과교육에서 실행된 ESD가 효과가 있음을 확인한 것에 의의가 있으며, 앞으로 가정과수업을 통하여 지속가능한 생산과 소비, 기업의 지속가능성, 시장 경제 등 ESD에서 경제적 관점을 적용한 연구를 제언하였다.

• 기독교교육논총
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• 제74권
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• pp.57-80
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• 2023

연구 목적 : 본 연구는 급변하는 세상 속에서 지속가능한 발전을 위한 기독교교육의 실천적 가능성을 모색하고자 하는 목적으로 진행되었다. 이를 위하여 1980년대 초부터 유네스코를 중심으로 연구되고 발표되었던 "지속가능발전"(Sustainable Development)이라는 개념과 의미 그리고 실행방향을 규명하고, 그 원리를 활용하여 기독교교육의 지속가능한 발전을 위한 실천적 전략을 제시하고자 하였다. 연구 내용 및 방법 : 본 연구는 유네스코에서 발표한 5개의 주요 보고서들--"우리 공동의 미래"(1987), "의제21"(1992), 유엔ESD 10년"(2002), "글로벌실행프로그램 2015-2019"(2014) 그리고 "지속가능발전2030"(2020)--을 연대순으로 선별하고, 그 안에 제시되고 있는 "지속가능발전(SD)의 개념과 의미에 대한 변천사를 고찰하였다. 동시에 "지속가능발전교육"(ESD)과 관련하여 "지속가능발전목표"(SDGs)의 발생과 변천 그리고 실행방식을 살펴보면서 지속가능발전의 구체적인 실천전략이 갖는 특징들을 분석하여 제시하였다. 결론 및 제언 : 본 연구를 통해 지속가능발전의 개념과 이를 활용한 리더십 개발전략을 바탕으로 하여 기독교교육이 믿음의 다음 세대를 올바르게 세우기 위해 필요한 3가지 함의점을 도출하였다. 먼저 기독교교육의, 지속가능성을 위하여 문화명령에 대한 올바른 성경적 해석을 바탕으로 한 교육의 토대를 점검하고 다음으로 다양한 형태의 지표와 교육모듈을 사용하여 구체적인 교육과정 개발과 수업 설계의 필요성을 제안하고, 마지막으로 다차원적인 접근을 통해 기독교교육의 활성화를 위한 교육리더십 개발을 위한 구체적인 실천사항을 제시한다.

• 수산해양교육연구
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• 제27권1호
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• pp.284-299
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• 2015

The purpose of this study is to look at the elementary school teachers' practical experiences of change and knowledges in promotion of Education for Sustainable Development(ESD) process with Community of Practice(CoP) of teachers and Biographical Approach. ESD project of 'S' elementary school was started by Principal's recognition of further and that was practiced with a common theme over the course through various experiences in educational field with teachers' involvement and finally came to the changes in teachers' personal life and lifelong cognition. Through Community of Practice teachers could look the concept of ESD to a wide field of view and tried various activities in the classroom with students and also, as a further, were able to equip new professional competency with skills. Through the process of learning and experience teachers accepted the ESD philosophy as the engine of life and experienced that their long-term recognition was extended to the whole personal life and the global community.