• 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.

• Journal of Korean Elementary Science Education
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• v.36 no.4
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• pp.316-330
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• 2017

The purpose of this study was to develop the ESD program related to creative-experience activity, and to examine the effect of its application. The program was composed of 13 sessions for fifth-grade class in elementary school, including all of the environmental, economic, and social aspects of ESD. This program was connected to the domains of creative hands-on activities, that is, career activities, club activities, self-regulated activities and voluntary service activities. The results was as follows. First, the experimental group to undergo the ESD program related to creative-experience activity did not show significant differences in environmental literacy compared to the control group, but it is proven that this program contributed to the improvement of learners' environmental emotion, skill, and participation. Second, the experimental group did not show significant differences in scientific attitude compared to the control group, but it was considered to affect the elementary students' criticism, self-esteem, and patience in positive and effective manner. In conclusion, more ESD program that cultivate elementary school students' environmental literacy need to be developed continuously, and more intensive research should be conducted to earn better understanding of ESD.

• Journal of Korean Home Economics Education Association
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• v.28 no.2
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• pp.79-93
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• 2016

This study analyzes the middle school Home Economics textbook's 'Adolescence consumption life' unit using framework of Education for Sustainable Development(ESD) to examine correlation with the current Home Economics ESD, and aims to provide the base data for the composition of the educational curriculum that can help the students cultivate the capability for leading sustainable life from the future oriented perspective and for the selection of educational contents. This study analyzes the 'Adolescence consumption life' unit in the Home Economics textbook of the 12 type revised curriculum of 2009. As for the analysis method, Romey's content analysis method is used to carry out in-depth analysis of the ESD content elements. The analysis demonstrates the following. First, content elements extracted commonly from the 'Adolescence consumption life' unit are analyzed with the ESD's criteria of analysis (environment, economic and social domain), which led to the composition with the sub content elements following 23 related topics. Secondly, content elements of 12 types of Home Economics textbook's 'Adolescence consumption life' unit used in middle school are analyzed in three domains, which led to social domain (68%), economic domain (58%) and environmental domain (40%) in the order mentioned. This focused on the role of the Adolescent-consumer on the active consumer that is presented in the 2009 revised educational curriculum, and it is possible to see that this is very closely related to the right to organize and to be active in terms of the human safety, consumption culture, social interest and group.

• Journal of Environmental Impact Assessment
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• v.13 no.2
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• pp.41-55
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• 2004

The purpose of this study is to consider for the introduction of the school eco-audit system as an educational method for sustainable development. First of all, the concept and objective of the education for sustainable development(ESD) are reviewed in order to advance a theory on school eco-audit system. ESD which under the premise of global inter and intra generation justice, resolves to address a mixture of ecological, economical and social aspects, as well as safeguarding limited resources and protecting the environment from pollution and energy. In order to effectively structure uncoordinated environmental activities carried out by schools, the introduction of school eco-audit system in Korea is suggested, which as the model for long-term development, has since been integrated into the school's programme. Activities related to waste, heating, electricity and water are run by a 'Management Team'. By combining all 3 fields of action - i.e. establishing basic organizational conditions, education, and individual ecological measures - the eco-audit proves to be the key to success. In particular, administration agency and method, institutional improvement are presented.

• Hwankyungkyoyuk
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• v.24 no.2
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• pp.86-98
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• 2011

Water problems recently, not only influence environmental issues such as water quality and water management but also influence socioeconomic issues such as poverty, gender, and regional conflicts. Therefore there is increasing attention on water education as part of the environmental education. Yet water education in formal education is only treated with particular subjects like science and social studies with limited contents which fails to cover the social, economic problems related to water thoroughly. Also, though there is an active water education on the field of informal education. its contents are also very limited. Water education requires the implementation of a comprehensive and holistic approach that can holistically consider economic and social problems as well as environmental problems. Therefore in this research, 'water education for sustainable development' is set up as a direction of contents development which include interdisciplinary and holistic aspects. Contents development of water education for sustainable development is an reflection of the experts and teacher's opinions and contain of: main category dividing into three pillars of sustainable development such as environment, economy, and society, and subcategory covering environmental science's objective including knowledge, skill, attitude, and action as well as local, national, regional, and global issues.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.2
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• pp.866-874
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• 2014

This study is case study. The purpose of this study is to analysis 'the project of market' connected with ESD in early childhood education and to examine children's meaningful experiences during the process. This study was carried out in the kindergarten in K city, Chunng-Nam. 5-year children of 2 classes were participated. The results of this study concluded as follows: 'The project of market' showed the possibilities of ESD through reconstructing the existing curriculum. In every stage of the project, skills of ESD were included and developed. This project reflected the key concepts of social, environmental, economic areas. This project resulted by integrated curriculum, participatory engagement, multiple instructional methods.

• Journal of Korean Home Economics Education Association
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• v.35 no.2
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• pp.145-161
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• 2023

The purpose of this study is to develop a content system for the home economics curriculum that integrates Education for Sustainable Development(ESD) and provides basic material for ESD implementation in schools. In view of this, the content elements of the revised home economics curriculum for 2022 were analyzed, and a content system for the home economics curriculum, linked to ESD, was proposed based on the implications drawn from the analysis. The results are as follows. First, the three components of competencies, namely knowledge, values, and skills, were organized equally as a whole. However, the association between the content elements and key competencies in sustainability was found to be insufficient. Consequently, it is proposed that key competencies in sustainability should be cultivated integrally. Second, no content element was identified that can promote social participation. Therefore, it is proposed that solutions should be dealt with at the level of social participation. Third, the connection with Sustainable Development Goals(SDGs) was observed in only six of the 28 content elements. Wherever relevant, it is proposed to incorporate key issues related to SDGs. Fourth, the analysis confirmed that only the environmental dimension of sustainable development was considered. Therefore, it is proposed to pursue coexistence based on temporal and spatial relationship and consider the dimensions of environment, society, and economy in an integrated manner.

• Journal of Korean Home Economics Education Association
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• v.31 no.4
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• pp.81-95
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• 2019

This study examined the research trends of sustainable development education in the family life area, focusing on papers published in journals specialized in the Practical Arts (Technology & Home Economics) subject from 1989 to 2018. The papers from three journals were selected based on the titles, abstracts, and keywords for their contents related to sustainable development education. The results were analyzed by frequency analysis and cross-tabulation. Sustainable development education has surged since the mid-2000s when national interest on this topic sharply increased. Rather than focusing on particular content areas in home economics, most research was conducted through an integrated approach. More than half of the studies were conducted in experimental studies, with the largest number of studies involving elementary school students. Of the three components of ESD, research on society was most frequently conducted, followed by the environmental area. The contents of the home economics curriculum and the details of sustainable development were related. More related research should be conducted so that various sustainable development education can improve students' practical problem-solving ability through Practical Arts (Technology & Home Economics) curriculum.

• Hwankyungkyoyuk
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• v.18 no.2 s.27
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• pp.23-30
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• 2005

The purpose of this study is to develop School Agenda 21 to activate environmental education at schools. In detail, this study is intended to develop operating procedures, major issue areas or domains, and instructions on the preparation for School Agenda 21. School Agenda 21 means the action plan which students, teachers, parents, and other concerned parties (including office of education, local municipal bodies, and NGOs) write under agreement with respect to their respective roles in order to activate environmental educations oriented toward sustainable development. The results of this study are as follow. First, the operating procedures for School Agenda 21 consist of seven steps; organization, diagnosis of problems, setup of targets or objectives, development of codes of behavior, system establishment, practices and reviews, and evaluation and feedbacks. Second, major issue areas for School Agenda 21 are classified into six; school management, class operation, independent subject activity, separate subject activity, non-subject activity, and external relations of school. Third, instructions of the preparation of School Agenda 21 address these 10 concepts; balance, unification, continuity, daily routine, linkage, environmental justice, participation, peculiarity of schools and classes, regional peculiarity, and concreteness, which consider 7 principles for environmental education, levels of learners, regional features, and concreteness. School Agenda 21 developed from this study converts existing environmental education toward sustainable development environmental education, and developed for the purpose to activate school environmental education, but ultimate purpose of this study are realizing sustainable society, sustainable future to realize education for sustainable development. So School Agenda 21 is expected to important performance way making possible Local Agenda 21, National Agenda 21, Agenda 21 as if education, public recognition and discipline contents of the 36 chapter of Agenda 21.