ABSTRACT
The Effect of Sustainable Development Education on the Awareness of Sustainable Development of Children and Parents Through Connecting with the Household
Hyo Kyoung, Jo
Department of Early Childhood Education,
Graduate School of Kongju National Univ...
ABSTRACT
The Effect of Sustainable Development Education on the Awareness of Sustainable Development of Children and Parents Through Connecting with the Household
Hyo Kyoung, Jo
Department of Early Childhood Education,
Graduate School of Kongju National University,
Gong Ju, Korea
(Supervised by Professor Yi Jeong, Kwon)
This study is expected to provide basic data for sustainable development education through family connections as well as educational measures for this education by examining positive changes in children and parents' perceptions of sustainable development through family connections.
Research question 1. What is the effect of sustainable development education through familial connections on children's perception of sustainable development?
Research question 2. What is the effect of sustainable development education through familial connections on parents' perception and willingness to practice sustainable development?
The subjects of this study consisted of 2 classes of twenty 5-year-old children in A city, Chungcheongnam-do at B kindergarten and T kindergarten attached to an elementary school respectively. The subjects were then separated into 20 children in the experimental group participating in sustainable development education activities connected to the household, and 20 children in the comparative group participating in standard sustainable development education.
The research used the "Infantile Sustainable Development Awareness" tool produced by Kim Eun-hye and Kim Kyung-chul (2020) to measure children's perception of sustainable development. Moreover, to measure parents' perception of sustainable development education, the "Awareness of Sustainable Development Education and Willingness to Practice" questionnaire, which was reconstructed by Yoo Seon-young (2014) extracting, modifying, and supplementing the necessary contents, was utilized based on the questionnaire used in the research of Choi Hye-sook, Shim Gyu-cheol, Yeom Ki-hyun, and Yeo Eun-hee (2010).
The study was conducted for a total of 16 sessions over the course of 5 weeks from September 4th to October 6th, 2023. The experimental group and the comparative group conducted sustainable development education based on the four-step teaching and learning method; furthermore, the experimental group shared activities for each session with their families and were additionally provided family-connected activities that could be done with children at home.
A t-test was conducted to evaluate if there was a statistically significant difference between the pre- and post-tests of the experimental group and the comparative group, and the resulting differences between the groups were analyzed using the IMB SPSS Statistics 29 program.
The summary of the research results focusing on the research problem is as follows. First, it was found that children in the experimental group who participated in sustainable development education connected to the household had higher awareness of sustainable development than children in the comparative group. Second, it was found that the parents of the experimental group who participated in sustainable development education connected to the household displayed higher awareness of sustainable development than the parents of the comparative group.
Focusing on the discussions obtained in the study, the conclusions are as follows. First, education for sustainable development in connection with the home had a positive effect on children's perception of sustainable development. There is educational significance in that children’s perception of environmental finiteness, consumption control, respect for human rights, resource circulation, and social participation were all improved in the process of solving and continuing to practice problems with their families at home after sustainable development education activities in kindergartens. This suggests that conducting consistent education for sustainable development in connection with the home is effective in improving children's perception of sustainable development. Additionally, education for sustainable development in connection with the home had a positive effect on parents' perception of sustainable development, specifically in regards to the process of participating in sustainable development education in relation to social, environmental, and economic aspects with their children. Overall, this is significant in that it has a positive effect on parents' perception of sustainable development as well as infants.
ABSTRACT
The Effect of Sustainable Development Education on the Awareness of Sustainable Development of Children and Parents Through Connecting with the Household
Hyo Kyoung, Jo
Department of Early Childhood Education,
Graduate School of Kongju National University,
Gong Ju, Korea
(Supervised by Professor Yi Jeong, Kwon)
This study is expected to provide basic data for sustainable development education through family connections as well as educational measures for this education by examining positive changes in children and parents' perceptions of sustainable development through family connections.
Research question 1. What is the effect of sustainable development education through familial connections on children's perception of sustainable development?
Research question 2. What is the effect of sustainable development education through familial connections on parents' perception and willingness to practice sustainable development?
The subjects of this study consisted of 2 classes of twenty 5-year-old children in A city, Chungcheongnam-do at B kindergarten and T kindergarten attached to an elementary school respectively. The subjects were then separated into 20 children in the experimental group participating in sustainable development education activities connected to the household, and 20 children in the comparative group participating in standard sustainable development education.
The research used the "Infantile Sustainable Development Awareness" tool produced by Kim Eun-hye and Kim Kyung-chul (2020) to measure children's perception of sustainable development. Moreover, to measure parents' perception of sustainable development education, the "Awareness of Sustainable Development Education and Willingness to Practice" questionnaire, which was reconstructed by Yoo Seon-young (2014) extracting, modifying, and supplementing the necessary contents, was utilized based on the questionnaire used in the research of Choi Hye-sook, Shim Gyu-cheol, Yeom Ki-hyun, and Yeo Eun-hee (2010).
The study was conducted for a total of 16 sessions over the course of 5 weeks from September 4th to October 6th, 2023. The experimental group and the comparative group conducted sustainable development education based on the four-step teaching and learning method; furthermore, the experimental group shared activities for each session with their families and were additionally provided family-connected activities that could be done with children at home.
A t-test was conducted to evaluate if there was a statistically significant difference between the pre- and post-tests of the experimental group and the comparative group, and the resulting differences between the groups were analyzed using the IMB SPSS Statistics 29 program.
The summary of the research results focusing on the research problem is as follows. First, it was found that children in the experimental group who participated in sustainable development education connected to the household had higher awareness of sustainable development than children in the comparative group. Second, it was found that the parents of the experimental group who participated in sustainable development education connected to the household displayed higher awareness of sustainable development than the parents of the comparative group.
Focusing on the discussions obtained in the study, the conclusions are as follows. First, education for sustainable development in connection with the home had a positive effect on children's perception of sustainable development. There is educational significance in that children’s perception of environmental finiteness, consumption control, respect for human rights, resource circulation, and social participation were all improved in the process of solving and continuing to practice problems with their families at home after sustainable development education activities in kindergartens. This suggests that conducting consistent education for sustainable development in connection with the home is effective in improving children's perception of sustainable development. Additionally, education for sustainable development in connection with the home had a positive effect on parents' perception of sustainable development, specifically in regards to the process of participating in sustainable development education in relation to social, environmental, and economic aspects with their children. Overall, this is significant in that it has a positive effect on parents' perception of sustainable development as well as infants.
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