Keywords
Education implementation
Education for Sustainable Development (ESD)
Sustainable happiness
Complexity theory
Submitted : 2024-02-28
Accepted : 2024-03-14
Published : 2024-03-29
Abstract
In this study, class demonstrations conducted integrating science education and ‘Education for Sustainable Development (ESD)’ by preservice 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, preservice 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 preservice 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, preservice science teachers considered individual and social behavioral patterns as important in the sense of ESD. Regarding the need to integrate science education and ESD, preservice 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 preservice science teachers’ confidence in incorporating ESD in science classes was significantly higher after participation in the study. In addition, it was analyzed that preservice 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 preservice 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.’
References
United Nations Educational, Scientific and Cultural Organization (UNESCO), 2005, United Nations Decade of Education for Sustainable Development 2005–2014. Draft International Implementation Scheme. UNESCO.
UNESCO Korea Committee, 2012, Guide to Sustainable Development Education. UNESCO Korea Committee.
Kim C-G, Lee S-K, Kim N-S, 2012, Teacher’s Perceptions and Practices of Sustainable Development Education in Elementary and Middle Schools in South Korea. Environmental Education, 25(3): 358–373.
Son Y-A, Nam S-J, Kim Y-S, et al., 2014, Development Research Report on Social Issue-Based Education for Sustainable Development (ESD) Classroom Models in 2014. Ministry of Education and Korea Foundation for the Advancement of Science and Creativity.
Gough S, Scott W, 2006, Education and Sustainable Development: A Political Analysis. Educational Review, 58(3): 273–290. https://doi.org/10.1080/00131910600748026
United Nations, 2018, Sustainable Development Goals, viewed January 1, 2022, https://www.un.org/sustainabledevelopment/
O’Brien C, 2010, Sustainability, Happiness and Education. Journal of Sustainability Education, 1. http://www.jsedimensions.org/wordpress/wp-content/uploads/2010/04/Obrien2010.pdf
O’Brien C, 2022, 2022 The Global Innovation Conference (Happiness, Sustainability, and Transforming Education for All): Sustainable Happiness and Education for Sustainable Development (ESD). Institute of Integrated Science Education of Dankook University.
Jickling B, Sterling S, 2017, Post-Sustainability and Environmental Education. The Palgrave Macmillan, London.
Heo Y-J, 2012, Exploring the Applicability of the Complex Systems Paradigm to the Decision-Making Process in Curriculum Design. Journal of Educational Research, 10(1): 43–65.
Bae J-H, 2015, Implications of Complexity Theory in Education. Educational Philosophy, 55: 23–51.
Lee Y-H, 2021, The Significance of Complexity Theory in Learner-Centered Curricula: Focusing on Three Concepts. Journal of Learner-Centered Curriculum and Instructional Research, 21(10): 663–683.
Davis B, Sumara DJ, Luce-Kapler R, 2008, Engaging Minds: Changing Teaching in Complex Times (2nd ed). Routledge, New York.
Davis B, Sumara DJ, Luce-Kapler R, 2015, Engaging Minds: Cultures of Education and Practices of Teaching (3rd ed). Routledge, New York.
Lehtonen A, Salonen AO, Cantell H, 2019, Sustainability, Human Well-Being, and the Future of Education, in Climate Change Education: A New Approach for a World of Wicked Problems. The Palgrave Macmillan, Switzerland, 339–373.
Republic of Korea Ministry of Education, 2022, Revised Curriculum 2022, General Overview of Elementary and Middle School Curriculum (Released on National Participation and Communication Channel). Ministry of Education.
Brown KW, Kasser T, Are Psychological and Ecological Well-Being Compatible? The Role of Values, Mindfulness, and Lifestyle. Social Indicators Research, 74: 349–368. https://doi.org/10.1007/s11205-004-8207-8
Organization for Economic Co-Operation and Development (OECD), 2018, The Future of Education and Skills: The OECD Education 2030 Project. OECD.
Kasser T, Sheldon KM, 2002, What Makes for a Merry Christmas? Journal of Happiness Studies: An Interdisciplinary Forum on Subjective Well-Being, 3(4): 313–329.
Sheldon KM, McGregor HA, 2000, Extrinsic Value Orientation and “The Tragedy of the Commons”. Journal of Personality, 68(2): 383–411.
Noddings N, 2003, Happiness and Education. Cambridge University Press, Cambridge. https://doi.org/10.1017/CBO9780511499920
O’Brien C, 2008, Sustainable Happiness: How Happiness Studies can Contribute to a More Sustainable Future. Canadian Psychology, 49(4): 289–295.
De Young R, 2000, Expanding and Evaluating Motives for Environmentally Responsible Behavior. Journal of Social Issues, 56(#): 509–526.
Myers DG, Diener E, 1995, Who is Happy? Psychological Science, 6(1): 10–19.
Kasser T, Ryan RM, 1996, Further Examining the American Dream: Differential Correlates of Intrinsic and Extrinsic Goals. Personality and Social Psychology Bulletin, 22(3): 280–287.
Richins ML, Dawson S, 1992, A Consumer Values Orientation for Materialism and Its Measurement: Scale Development and Validation. Journal of Consumer Research, 19(3): 303–316.
United Nations Educational, Scientific and Cultural Organization (UNESCO), 2010, Reorienting Teacher Education to Address Sustainable Development: Guidelines and Tools. UNESCO.
Oe H, Yamaoka Y, Ochiai HA, 2022, Qualitative Assessment of Community Learning Initiatives for Environmental Awareness and Behaviour Change: Applying UNESCO Education for Sustainable Development (ESD) Framework. Internation Journal of Environmental Research and Public Health, 19(6): 3528. https://doi.org/10.3390/ijerph19063528
United Nations Educational, Scientific and Cultural Organization (UNESCO), 2021, Reimagining Our Futures Together: A New Social Contract for Education. UNESCO.
Sterling S, 2004, Higher Education, Sustainability and the Role of Systemic Learning, in Higher Education and the Challenge of Sustainability: Problematics, Promise and Practice. Kluwer Academic, Dordrecht, 49–70.
Sund P, 2013, Experienced ESD-Schoolteachers’ Teaching: An Issue of Complexity. Environmental Educational Research. https://doi.org/10.1080/13504622.2013.862614
Worton SN, 1964, Review Notes and Study Guide to the Major Works of John Dewey. Monarch Press.
Seo Y-S, 2012, Asking John Dewey about Innovation Education. Sallimteo, Seoul.
Murry P, Goodhew J, Murry S, 2014, The Heart of ESD: Personally Engaging Learners with Sustainability. Environmental Education Research, 20(5): 718–734.
Goldstein J, 1999, Emergence as a Construct: History and Issues. Emergence, 1(1): 49–72.
Mikulecky DC, 2001, The Emergence of Complexity: Science Coming of Age or Science Growing Old? Computers & Chemistry, 25($): 341–348.
Lee J-Y, Kim M-N, Nam M-J, et al., 2021, Study on the Development of National-Level Environmental Education Standards Draft to Prepare for Future Social Changes. Ministry of Environment.
Collins S, Clarke A, 2008, Activity Frames and Complexity Thinking: Honoring Both Public and Personal Agendas in an Emergent Curriculum. Teaching and Teacher Education, 24(4): 1003–1014.
Davis B, 2004, Inventions of Teaching: A Genealogy. Routledge, New York.
Kiraly D, 2012, Growing a Project-Based Translation Pedagogy: A Fractal Perspective. Meta, 57(1): 82–95.
McKeown R, 2002, Education for Sustainable Development Toolkit. Version 2, Energy, Environment and Resources Center, University of Tennessee.