지속가능발전교육(ESD)에 기반한 유아 텃밭 활동 프로그램 개발 및 효과 = Development and effectiveness of a children's garden activity program based on education for sustainable development (ESD)

다국어 초록 (Multilingual Abstract)

Modern society is facing complex sustainability crises, including environmental degradation, climate change, and resource depletion, driven by rapid industrialization and urbanization. In response, the international community has established the Sustainable Development Goals (SDGs) and emphasized Education for Sustainable Development (ESD) as a key strategy for achieving them. Early childhood is a critical period for the formation of values and attitudes; therefore, fostering early awareness of sustainable living is essential. Accordingly, this study aimed to develop an ESD-based garden activity program for young children and to examine its effects on enhancing children’s competence for coexistence and ecoliteracy.
The program was developed based on the ADDIE instructional design model (Analysis, Design, Development, Implementation, and Evaluation). In the analysis phase, educational goals, content, teaching–learning stages and methods, and evaluation strategies were derived through a review of prior studies, surveys of early childhood teachers’ perceptions and needs, and expert interviews. In the design phase, educational goals, content, instructional stages and methods, and evaluation plans were refined by incorporating the three core elements of ESD (environmental, social, and economic) and the SDGs. In the development phase, the program was revised and supplemented through expert content validity review. During the implementation phase, the ESD-based garden activity program developed in this study was applied to the experimental group, while the comparison group participated in garden activities based on the existing Nuri Curriculum. The program was conducted twice a week from October 4 to November 22, 2022, using both classroom and garden spaces. In the evaluation phase, the appropriateness of program operation and activity composition was comprehensively reviewed, and both session-by-session activity evaluations using teachers’ reflective journals and overall program effectiveness evaluations were conducted.
To verify the effectiveness of the program, pre- and post-tests were administered using measurement tools for competence for coexistence and ecoliteracy. After confirming homogeneity between the experimental and comparison groups, analysis of covariance (ANCOVA) was conducted with pre-test scores as covariates.
The results of the study were as follows. First, the program had a significant positive effect on children’s competence for coexistence, showing improvements across self-perception, perception of others, sociocultural awareness, and environmental–economic awareness. Second, ecoliteracy also significantly improved, with positive changes observed in perspectives related to the right of nature, intent of support, care with resources, ecological sensitivity, and eco-development.
This study is meaningful in that it developed a systematic and developmentally appropriate ESD program for early childhood based on the ADDIE model and empirically verified its effectiveness. The findings contribute to clarifying the practical applicability of ESD in early childhood and provide a foundation for the expansion and institutionalization of ESD-based education in early childhood education settings.

목차 (Table of Contents)

• (Abstract)
• I. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 5
• 3. 용어의 정의 6
• Ⅱ. 이론적 배경 8
• 1. 지속가능발전 8
• 1) 지속가능발전목표(SDGs) 및 핵심가치 8
• 2) 지속가능발전교육(ESD) 13
• 3) 유아교육과 지속가능발전교육(ESD) 21
• 2. 텃밭 활동 26
• 1) 텃밭 활동의 개념 26
• 2) 텃밭 활동의 특징과 교육적 의의 27
• 3) 텃밭 활동 관련 선행연구 분석 28
• 4) 텃밭 활동과 ESD와의 관련성 31
• 3. 공존소양과 생태소양 33
• 1) 공존소양 33
• 2) 생태소양 34
• Ⅲ. 연구 방법 36
• 1. 프로그램 개발 36
• 1) ADDIE 연구모형 개요 36
• 2) ADDIE 모형에 근거한 프로그램 개발 38
• 2. 프로그램 효과 검증 42
• 1) 연구대상 42
• 2) 측정도구 49
• 3) 자료처리 및 분석 63
• Ⅳ.「ESD에 기반한 유아 텃밭 활동 프로그램」개발 65
• 1. 분석(Analysis) 단계 65
• 1) ESD 프로그램 개발 관련 선행연구 및 ESD 관련 문헌 분석 65
• 2) 교사의 인식·실태 및 요구도 조사 분석 79
• 3) 심층 면담 88
• 2. 설계(Design) 단계 91
• 1) 교육목적 및 목표 91
• 2) 교육내용 93
• 3) 교수-학습 단계 및 방법 96
• 4) 평가 방법 100
• 5) 「ESD에 기반한 유아 텃밭 활동 프로그램」시안 설계 102
• 3. 개발(Development) 단계 105
• 1) 「ESD에 기반한 유아 텃밭 활동 프로그램」의 1차(안) 개발 105
• 2) 「ESD에 기반한 유아 텃밭 활동 프로그램」의 2차(안) 개발 112
• 3) 「ESD에 기반한 유아 텃밭 활동 프로그램」의 3차(안) 개발 121
• 4. 실행(Implementation) 단계 125
• 5. 평가(Evaluation) 단계 131
• 1) 프로그램 활동 구성의 타당성 131
• 2) 프로그램 운영의 적절성 135
• 3) 활동별 목표 달성 여부 135
• 4) 프로그램 효과평가 156
• Ⅴ. 연구 결과 157
• 1.「ESD에 기반한 유아 텃밭 활동 프로그램」최종안 157
• 1) ESD 및 소양 함양과의 관련성 158
• 2) 「ESD에 기반한 유아 텃밭 활동 프로그램」의 개요 160
• 3) 「ESD에 기반한 유아 텃밭 활동 프로그램」차시별 활동계획안 161
• 2. 「ESD에 기반한 유아 텃밭 활동 프로그램」효과 178
• 1) 공존소양 178
• 2) 생태소양 183
• Ⅵ. 논의 및 결론 189
• 1.「ESD에 기반한 유아 텃밭 활동 프로그램」개발에 대한 논의 189
• 2.「ESD에 기반한 유아 텃밭 활동 프로그램」효과에 대한 논의 195
• 3. 결론 및 제언 200
• 참고문헌 202
• 부 록 210
• 1. 공존소양 설문지 210
• 2. 생태소양 설문지 213
• 3. 생태소양 측정도구 내용 타당도(CVI) 전문가 검토표 214