• Journal of the Korean Society of Earth Science Education
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• v.12 no.3
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• pp.224-238
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• 2019

The purpose of this study is to analyze the perception of integrated school education and education for sustainable development of secondary school science teachers, judging that the existence of a common science teacher qualification certificate is related to the expertise of the common science map. To that end, the survey was conducted for three months from June to August 2018 for secondary school science teachers, and multiple choice questions were analyzed as statistical processing and descriptive questions as topical modeling. According to the analysis, teachers with a common science teacher qualification certificate had a high awareness of integrated school education, and the response average was high in all areas of value, direction and success condition of integrated school education. In addition, the average response of teachers with a common science teacher qualification certificate was also found to be higher than those with a common science teacher qualification. There were no major differences in perception between the two groups on the strength of science education and ESD integration, but the difference was that teachers with a common science teaching certificate focused on science in all topics and recognized science as a medium for each topic compared to teachers who did not.