환경교육, 31 권 2 호, pp. 132-152 (2018. 6) http://doi.org/10.17965/kjee.2018.31.2.132 1 2 3 4 1 2 3 4 / Development and Utilization of an Evaluation Tool for Selecting English Language Picture Books for Teaching ESD in an Elementary Classroom Ga-Young Song 1 Hye-Eun Chu 2 Sonya N. Martin 3 Ho-Jung Kim 4 1 Graduate School of Interdisciplinary Program in Environmental Education, Seoul National University 2 Department of Educational Studies, Macquarie University 3 Department of Earth Science Education, Seoul National University 4 Department of Korean Education/Korean Language Education Institute, Seoul National University ABSTRACT To expand Education for Sustainable Development (ESD) learning opportunities for elementary students, this research introduces a method for using English language picture books to integrate ESD concepts into the English as Foreign Language (EFL) curriculum. An evaluation rubric was developed to help teachers, with limited ESD teaching expertise, to select high-quality picture books for teaching ESD concepts during EFL lessons. The rubric includes three key scales and six subscales necessary for determining the general quality of a picture book and for considering how effectively a book addresses ESD and EFL curriculum concepts. The validation process for developing the rubric included a comprehensive literature review and a content validation process, as well as a reliability test involving evaluations with experts in the areas of children s literature, ESD, and ELF. The rubric was revised and strengthened before being piloted to select high quality picture books with ESD-related contents, which were used to teach three EFL lessons to 24 fifth grade students. Students responses to assessments and classroom interactions during lessons were analyzed. Findings showed that using ESD related English language picture books promoted more opportunities for elementary students authentic and meaningful discussions about ESD concepts in the EFL classroom. The rubric provides elementary teachers with a valuable tool for selecting high quality English language picture books that can serve as resources for teaching both ESD concepts while improving students EFL skills. Key words: Education for Sustainable Development (ESD), picture book, English as Foreign Language (EFL)
지속가능발전교육을위한초등학교영어그림책선정기준개발및활용방안연구 (Education for Sustainable Development; ESD)., (Sterling, 2008). The United Nations Educational, Scientific and Cultural Organization(UNESCO, 2010) ESD The ESD Lens (looking with ESD eyes). Bonnett(2003) (a frame of mind),.,. (, 2012).,, (, 2013; 2015;, 2007; Wals, 2009)..,.,. 2010 DESD(Decade of Education for Sustainable Development),, ''.,,. (,,, 2011),. (2006), 70.3%, 6.5%., (, 2012).,.,.,,,, (UNESCO, 2005).,, (2011) 2011,.
환경교육, 31 권 2 호, pp. 132-152 (2018. 6),,.,.., (Gillam, Gillam, Reece, 2012), (Torun, 2008), (Cates, 1990). '' UN..,,, (, 2010;, 2014;, 2013).. (2006), 87%,. 2010 DESD (, 2012).,. Chu & Son(2014),.,.. (Strehle, 1999), (Suzuki et al., 2015; Lazar & Offenberg, 2011). (Tien & Wu, 2010) (Liu & Wang, 2003), (Spencer & Guillaume, 2006).,.,,. (Crandall, 1987).,,.
지속가능발전교육을위한초등학교영어그림책선정기준개발및활용방안연구,.,,.,.,.. (1),? (2)?. Kopnina(2012) ESD (plural interpretation) (Environment) ESD,., / (quasi- experimental research). 1. 그림책선정기준에대한선행연구... (1), (2), (3).,. (Bauer, 1977;, 2006;, 2002;, 2006;, 2013; Rule & Atkinson, 1994; Glazer, 1981;, 1999; Eills, Brewster, Mohammad, 1991;, 2009)., 1. 1,, (Rule & Atkinson, 1994;,,, 2013)., (2012). Wals(2009),.
환경교육, 31 권 2 호, pp. 132-152 (2018. 6) 표 1. 그림책선정기준개발관련선행연구분석결과 (expert-knowledge-driven approach) (Vare & Scott, 2007),.,. (Bauer, 1977; Norton, 1991).,, (Ellis, Brewster, Mohammed, 1991;, 1999), ' ' ' '.,,,,,.,. 2, (,,,, )., (, 2010;
지속가능발전교육을위한초등학교영어그림책선정기준개발및활용방안연구 표 2. 문헌연구를통한지속가능발전교육내용영역의재구성, 2014;, 2012;, 2013;, 2014) (2007) (2008), (2011), (Gough & Sharpley, 2005).,,. (2012),,., (2004).., (, 2004), (nonhuman) ( )., (Department of the Environment & Arts, 2009;, 2013),. 2. 내용중심교수법 - SIOP 모델 2 (Brinton, Snow, Wesche, 2003)..,,,, (, 2000). SIOP(Sheltered Instruction Observation Protocol) (cultural literacy) (, 2009), 2,, (, 2010)..,. 2, (Echevarria, Vogt, Short, 2017). Honigsfeld & Cohan(2008), SIOP
환경교육, 31 권 2 호, pp. 132-152 (2018. 6),. Song(2016) EFL(English as Foreign Language) SIOP. (2010) EFL 6 SIOP,. SIOP. SIOP EFL (Echevarria, Vogt, Short, 2004;, 2009). SIOP (sustainability). SIOP Echevarria, Vogt, Short(2017). 3 SIOP.,., (Echevarria, Vogt, Short, 2017)., SIOP,. SIOP, (Honigsfeld & Cohan, 2008). Short & Echevarria(1999), SIOP,, 표 3. 교수 학습과정안구성시고려해야할 SIOP 모델의특징과요소
지속가능발전교육을위한초등학교영어그림책선정기준개발및활용방안연구.,..,.,, (percent agreement).. 1. 그림책선정기준개발방법및분석 가. 선정기준안수정 - ESD 교재로서의기준설정 ( 1).. 나. 내용타당도검사및신뢰도검사, 8 ( 4)..,, (percent agreement). ESD 표 4. 내용타당도검토전문가패널 11, 11 22. Five Little Fiends (Dyer, 2002). (Lombard, Snyder-Duch, Bracken, 2002). 81 100% (perfect), 61 80% (substantial), 41 60% (moderate), 21 40% (fair), 0 20% (none to slight) (McHugh, 2012). 2. 그림책선정기준활용수업효과 가. 데이터수집방법 3 M 5 24 1. Five Little Fiends (Dyer, 2002). ( 1) 3, 1) SIOP ( 3)
140 환경교육, 31권 2호, pp. 132-152 (2018. 6) 을 활용하여 확장시키도록 하는 수업이 이루 어졌다. 나. 데이터 분석 방법 그림 1. 영어 그림책을 활용한 지속가능발전교육 수업 개발 틀 이 반영된 것을 사용하였다. 총 3차시로 수업을 구성하여 그림 1의 수업 개발 틀에 따라서 줄거리의 이해, 개념 이해, 개념의 심화 과정으로 수업을 진행하였다. 그 림책의 스토리를 파악한 이후에, 그림책에 담 긴 지속가능발전 관련 개념을 수업에 연결 짓 고, 이해한 개념을 심화시켜 지속가능한 미래 를 생각해 보도록 하였다. 따라서 1차시에는 학생들이 그림책의 줄거리를 파악하고, 2차시 에 학생들이 그림책 내용에 담긴 지속가능성 관련 개념을 학습하며, 3차시에 학습한 개념 지속가능발전교육의 핵심 개념 학습과 관점 반영 여부는 3차시 평가지(그림 2)를 통해 파악 하였다. 이 때 지속가능발전교육의 핵심 개념 은 표 2에서 제시한 지속가능발전교육 내용 영역 을 기준으로 확인하였다. 평가지의 문항 자체에는 지속가능성에 대한 직접적인 언급이 없으나, 학생들 스스로 관련 개념을 연결시켜 서술할 수 있는지를 확인하고자 하였다. 또한, 영어 학습에 관한 결과는 어휘 학습의 측면에서 파악하였다. 수업 전, 수업 중(그림책 삽화만 제시하고 단어의 뜻을 추측하게 함), 수 업 이후의 평가지 응답 결과를 분석하여 어휘 학습의 변화를 확인하였다. 그림 3에서 보듯이, 수업 전과 수업 이후의 어휘 학습도를 사전 사후 검사로 비교하였다. 또한, 그림책 삽화를 활용한 어휘 추측 능력을 확인하기 위해 수업 전의 어휘 이해도와 그림책 삽화만으로 어휘 뜻을 추측한 결과를 비교 분석하였다. 3차시 평가지 1번 문항 그림 2. 지속가능발전교육 개념 학습 및 관점 변화 확인 평가지 3차시 평가지 2번 문항
지속가능발전교육을위한초등학교영어그림책선정기준개발및활용방안연구 그림 3. 수업전 중 후단어이해도평가지,.,., ( 1),. ( ) ( ). 1. 그림책선정기준개발 가. 그림책선정기준개발결과.,. 5. 5
환경교육, 31 권 2 호, pp. 132-152 (2018. 6) 표 5. 지속가능발전교육을위한영어그림책선정기준.,,.,.,.,.,. 나. 내용타당도및신뢰도검사결과 1) 내용타당도검사결과,
지속가능발전교육을위한초등학교영어그림책선정기준개발및활용방안연구.. 70%.,,.,. 5. 3 (5 ), (3 ), (1 )., (5 ),.,.. 2) 신뢰도검사결과 (ESD 11, 11, 22 ), (percent agreement) (Lombard, Snyder-Duch, Bracken, 2002). 6. ESD,. ESD 73% (5 ), (1 ), ESD (substantial). 6,, 73% 표 6. 각영역의선정기준에대한신뢰도평가 ( 단위 : %)
환경교육, 31 권 2 호, pp. 132-152 (2018. 6) (substantial)., 55% (moderate). Five Little Fiends, 86% (perfect),., 68% (5 ), (substantial).. ESD,,. ESD 2),. 다. 그림책선정기준개발활용의예,,.,,. 7,. (ESD). Dyer (2002) Five Little Fiends 표 7. 그림책선정기준에따른평가의예
지속가능발전교육을위한초등학교영어그림책선정기준개발및활용방안연구. Fox(2006) Whoever you are., ESD.,. 2. 그림책선정기준활용수업의효과 가. 지속가능발전교육측면에서의수업결과.,,. 4 3. (Little fiends),. And once again marvel at their surroundings.,., ( : We can live here together. )., ( : )., 24 10 (41%)., 12.3%(3 ) ( : ).,,. 나. 영어학습측면에서의수업결과 그림 4. 3 차시평가지의 1 번문항에나타난학생들의반응
환경교육, 31 권 2 호, pp. 132-152 (2018. 6).,. (, 2013)., (fiends, surrounding),, 24 4. 8, (± ;, 1.2±1.2;, 9.3±1.9; t=16.7, p<0.05)., Eta 2 0.86 86% (Richardson, 2011)..,. 8,,. 86% (Eta 2 =0.86)., (± ;, 1.2±1.2;, 4.6±1.9; t=8.4, p<0.005), 61% (Eta 2 =0.61)...,,., (,, )..,,., 표 8. 언어학습결과확인을위한검사별비교분석
지속가능발전교육을위한초등학교영어그림책선정기준개발및활용방안연구.,.,..,,,. (Rule & Atkinson, 1994;,,, 2013), (Ellis, Brewster, Mohammed, 1991;, 1999) (Norton, 1991)., ESD ESD,., (percent agreement)., 73% (substantial), 86% (perfect), 68% (substantial). 73%, 55% (moderate), (McHugh, 2012).,.. (,,, ),. (,,, 2011),.,., UNESCO(2010) (2012).,, ( : Ecosystem)... (descriptive analysis).,
환경교육, 31 권 2 호, pp. 132-152 (2018. 6),.,,.,, (qausi-exeperimental).,,.,.,, 2015, (, 2015)... (, 2012),., (Bonnett, 2003; UNESCO, 2010;, 2012).,.,,,.,. (ESD),.,. (percent agreement). 3 (,, ), 6., 5 24,.
지속가능발전교육을위한초등학교영어그림책선정기준개발및활용방안연구.,. ( :,, ) (2006)... (2010). (Multicultural English Literacies) : SIOP., 43, 1-28. (2004).., 89, 1-22. (2015). 2015-74 [ 14].. (1999).. :. (2013).., 18(4), 75-100. (2010). ()., 16 (3), 161-182., (2014).., 52, 63-97.,,,,, (2012).., 25(3), 358-373., (2013).., 27, 41-74.,, (2011). ESD.., (2010).., 23 (4), 95-121., (2000).., 5, 61-77. (2011). ESD (Indicator).. ESD 2011-1. (1999). :.. (2012).., 85, 167-186. (2009).,, 3, 37-66., (2007).., ( RCE).. (2013). (ESD)., 26(4), 515-531. (2015). ㆍ., 27(6), 1797-1811. (2004).. :. (2009). - (CLIL)., 13(2), 73-107.,,,,, (2012). 10 (DE- SD)., 62-67.,,,,,, (2006).
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