Bridging Geography and Education for Sustainable Development: A Korean Example

References

• Anderson, L., 2005. Objectives, evaluation and the improvement of education. Studies in Educational Evaluation 31(2): 102–113.
   Google Scholar
• Anderson, L., and D. Krathwohl, eds., 2001. A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives.New York: Longman.
   Google Scholar
• Australian Government—Department of the Environment, Water, Heritage and the Arts. 2010. Sustainability Curriculum Framework, A Guide for Curriculum Developers and Policy Makers. ISBN 978-1-921733-11-6. https://www.environment.gov.au/system/files/resou rces/9b2e74ca-c909-4d57-bae3-c515c20957de/files/cu rriculum-framework.rtf (accessed January 8).
   Google Scholar
• Bednarz, R., 2006. Environmental research and education in US geography. Journal of Geography in Higher Education 30(2): 237–250.
   Web of Science ®Google Scholar
• Bereitschaft, B., 2015. Gods of the city? Reflecting on city building games as an early introduction to urban systems. Journal of Geography. Advance online publication. doi:10.1080/00221341.2015.1070366.
   Web of Science ®Google Scholar
• Bollinger, B., and K. Gillingham.,2012. Peer effects in the diffusion of solar photovoltaic panels. Marketing Science 31(6): 900–912.
   Web of Science ®Google Scholar
• Cassell, P., ed.,1993. The Giddens Reader. Basingstoke, UK: Macmillan.
   Google Scholar
• Clover, I. 2014. South Korea announces $1.94bn clean energy plan. PV Magazine. http://www.pv-magazine.com/news/details/beitrag/south-korea-announces-194bn-clean-energy-plan_100015778/#axzz3jhgdUBWf (accessed August 17, 2015).
   Google Scholar
• Coenen, L., P. Benneworth, and B. Truffer., 2012. Toward a spatial perspective on sustainability transitions. Research Policy 41(6): 968–979.
   Web of Science ®Google Scholar
• Cook, P., 2013. Transition regions: Green innovation and economic development. In Cooperation, Clusters, and Knowledge Transfer: Universities and Firms Towards Regional Competitiveness (Advances in Spatial Science), ed. J. Ferreira, M. Raposo, R. Rutten, and A. Varga, chap. 6 pp. 105–125. Berlin and Heidelberg: Springer-Verlag.
   Google Scholar
• Dale, A., and L. Newman,2005. Sustainable development, education and literacy. International Journal of Sustainability in Higher Education 6(4): 351–362.
   Google Scholar
• de Haan, G., and D. Harenberg. 1999. Bildung für eine Nachhaltige Entwicklung [Education for sustainable development]. Heft 21, BLK, Bonn (in German).
   Google Scholar
• Deutsch Schweizer Erziehungsdirektoren-Konferenz. 2014. Lehrplan 21. [Swiss-German Ministers of Education Conference. 2014. Curriculum 21] Luzern. http://edudoc.ch/record/96787/files/grundkomp_nawi_d.pdf (accessed September 4, 2014) (in German).
   Google Scholar
• Geels, F. W., 2011. The multi-level perspective on sustainability transitions: Responses to seven criticisms. Environmental Innovation and Societal Transition 1(1): 24–40.
   Google Scholar
• Healey, M., and A. Jenkins.,2000. Kolb’s experiential learning theory and its application in geography in higher education. Journal of Geography 99(5): 185–195.
   Web of Science ®Google Scholar
• Hidalgo, L-A., and J-M-A Fuentes.,2013. The development of basic competencies for sustainability in higher education: An educational model. US-China Education Review B 3(6): 447–458.
   Google Scholar
• Hong, W-P., and K-W. Lee.,2010. Searching for a competence-based approach to school curriculum: Korean efforts and remaining issues. In Managing and Developing Core Competences, ed. S-H Han, pp. 127–150. Seoul: Seoul National University.
   Google Scholar
• Hudson, G. 2011. ROK wants to rock the solar scene, PV Magazine.http://www.pv-magazine.com/archive/articles/beitrag/rok-wants-to-rock-the-solar-scene-_100002001/86/?tx_ttnews%5BbackCat%5D=22&c Hash=7a03011733f014ab4cbe91fa92a45c7b#axzz30v7 TGd00 (accessed May 1, 2014).
   Google Scholar
• Hyundai Research Institute (HRI). 2009. A Thinking to New Growth Model, PV Cluster, vol. 398. Seoul: Hyundai Research Institute (in Korean).
   Google Scholar
• International Energy Agency Photovoltaic Power Systems Project (IEA-PVPS). 2014. 2014: Snapshot of major solar PV markets (accessed August 29, 2015).
   Google Scholar
• Invest Korea. 2014. New and renewable energy. http://www.investkorea.org/ikwork/iko/eng/cont/contents. jsp?code=1020205#_2_1_1 (accessed May 2, 2014).
   Google Scholar
• Jirak, I., 1963. Team teaching and geography. Journal of Geography 62(1): 31–33.
   Web of Science ®Google Scholar
• Jonnaert, P., J. Barrette, D. Masciotra, Y. Mane, and D. Morel. 2006. Revisiting the Concept of Competence as an Organizing Principle for Programmes of Study: From Competence to Competent Action. Geneva: IBE/UNESCO. (IBE working papers on curriculum issues, No. 4).
   Google Scholar
• Jonnaert, P., D. Masciotra, J. Barrette, D. Morel, and Y. Mane., 2007. From competence in the curriculum to competence in action. Prospects: Quarterly Review of Comparative Education 37(2): 187–203.
   Google Scholar
• Kegan, R., 2001. Competencies as working epistemologies: Ways we want adults to know. In Defining and Selecting Key Competencies, ed. L. H. Salganik and D. S. Rychen, pp. 192–204. Seattle, Toronto: Hogrefe & Huber Publishers.
   Google Scholar
• Korean Institute for Curriculum and Evaluation (KICE).2004. The Results from PISA.Seoul: Korean Institute for Curriculum and Evaluation.
   Google Scholar
• Kim, M-S., and J-Y. Shin. 2015. The pedagogical benefits of SimCity in urban geography education. Journal of Geography. Advance online publication. doi:10.1080/00221341.2015.1061585.
   Google Scholar
• Labudde, P. 2008. Developing and implementing new national standards in science education: The role of science educators. In Promoting Successful Science Education—The Worth of Science Education Research. ed. B. Ralle and I. Eilks, pp. 63–74. Aachen, Germany: Shaker Verlag.
   Google Scholar
• Lambrechts, W., I. Mulà, K. Ceulemans, I. Molderez, and V. Gaeremynck., 2013. The integration of competencies for sustainable development in higher education: An analysis of bachelor programs in management. Journal of Cleaner Production 48: 65–73.
   Web of Science ®Google Scholar
• Lave, J., 1988. Cognition in Practice. Mind, Mathematics and Culture in Everyday Life (Learning in Doing). Cambridge: Cambridge University Press.
   Google Scholar
• Lave, J., and E. Wenger.,1991. Legitimate Peripheral Participation—Situated Learning. Cambridge: Cambridge University Press.
   Google Scholar
• Liu, L., 2009. Sustainability: Living within one’s own ecological means. Sustainability 1(4): 1412–1430.
   Google Scholar
• Liu, L., 2011. Where in the world of sustainability education is US geography?Journal of Geography in Higher Education 35(2): 245–263.
   Web of Science ®Google Scholar
• Markard, J., R. Raven, and B. Truffer., 2012. Sustainability transitions: An emerging field of research and its prospects. Research Policy 41(6): 955–967.
   Web of Science ®Google Scholar
• Markard, J., and B. Truffer.,2008. Technological innovation systems and the multi-level perspective: Towards an integrated framework. Research Policy 37(4): 596–615.
   Web of Science ®Google Scholar
• Ministère de l’Éducation Québec. 2001. Québec Education Program. Preschool Education / Elementary Education. Québec: Bibliothèque nationale du Québec.
   Google Scholar
• Nam, I. S. 2013. South Korea indicts 100 over faked nuclear documents: Some senior executives at state-run firms indicted. Wall Street Journal. http://online.wsj. com/news/articles/SB100014240527023033820045791 27013417981296 (accessed October 10, 2013).
   Google Scholar
• Netherlands Institute for Curriculum Development (SLO). 2008. Sustainable development is learning to look ahead. In Core Curriculum Learning for Sustainable Development, Basic Education 4–16 Years of Age. https://www.duurzaamdoor.nl/sites/default/files/kernleerplan_engels_tcm24-290165.pdf (accessed November 7, 2014).
   Google Scholar
• O’Brien, K., 2012. Global environmental change III: Closing the gap between knowledge and action. Progress in Human Geography (Progress Report)37(4): 587–596.
   Web of Science ®Google Scholar
• OECD. 2007. PISA 2006 Results: Science Competencies for Tomorrow’s World. Vol. 1. Analysis. Paris: OECD Publishing.
   Google Scholar
• Palmer-Moloney, L-J., and E. Bloom.,2001. The classroom as the field for studying geographical education. Geographical Review 91(4): 641–654.
   Web of Science ®Google Scholar
• Ramseier, E., 2008. Validation of competence models for developing education standards: Methodological choices and their consequences. Mesure et Évaluation en Éducation 31(2): 35–53.
   Google Scholar
• Richter, L-L. 2013. Social Effects in the Diffusion of Solar Photovoltaic Technology in the UK. Working paper in economics #1357, University of Cambridge.
   Google Scholar
• Rychen, D. S., and L. H. Salganik.,2003. Key Competencies for a Successful Life and a Well Functioning Society. Cambridge: Hogrefe & Huber Publishers.
   Google Scholar
• Scollon, R., 2009. Action and text. In Methods of Critical Discourse Analysis, ed. R. Wodak and M. Meyer, pp. 139–183. Thousand Oaks, California: Sage Publications.
   Google Scholar
• Smith, A., 2003. Transforming technological regimes for sustainable development: A role or alternative technology niches?Science and Public Policy 30(2): 127–135.
   Google Scholar
• Smith, A., and R. Raven.,2012. What is protective space? Reconsidering niches in transitions to sustainability. Research Policy 41(6): 1025–1036.
   Web of Science ®Google Scholar
• So, K-H., and J-Y. Kang.,2014. Curriculum reform in Korea: Issues and challenges for twenty-first century learning. The Asia-Pacific Education Researcher 23(4): 795–803.
   Web of Science ®Google Scholar
• Transfer 21.2007. Education for Sustainable Development at Secondary Level-Justifications,Competencies Learning Opportunities. Berlin: Freie Universitat.
   Google Scholar
• Truffer, B., and L. Coenen.,2012. Environmental innovation and sustainability transitions in regional studies. Regional Studies 46(1): 1–21.
   Web of Science ®Google Scholar
• Tschapka, J., 2012a. Bildung und Nachhaltige Entwicklung: Vermittlung einer zerbrechlichen Zukunft[Education and sustainable development: Imparting for a fragile future]. (in German). Bern: Stuttgart, Wein: Haupt.
   Google Scholar
• ———. 2012b. By their practice you will recognise them—A case study on a failed effort to implement education for sustainable development into the competence based Swiss curriculum. In Learning for Sustainability in Times of Accelerating Change, ed. A. Wals and P. B. Corcoran. The Netherlands: Wageningen Academic Publishers.
   Google Scholar
• United National Educational, Scientific and Cultural Organization (UNESCO).,2014. Roadmap for Implementing the Global Action Programme on Education for Sustainable Development. Paris: UNESCO. http://unesdoc.unesco.org/images/0023/002305/230514e.pdf (accessed April 14, 2015).
   Google Scholar
• U.S. Department of Education, National Center for Education Statistics (NCES). 2002. Defining and Assessing Learning: Exploring Competency-Based Initiatives. Report prepared by E. A. Jones and R. A. Voorhees, with K. Paulson, for the Council of the National Postsecondary Education Cooperative (NPEC) Working Group on Competency-Based Initiatives in Postsecondary Education.
   Google Scholar
• van den Heuvel, S., and J. van den Bergh.,2009. Multilevel assessment of diversity, innovation and selection in the solar photovoltaic industry. Structural Change and Economic Dynamics 20(1): 50–60.
   Google Scholar
• Vare, P., 2007. From practice to theory: Participation as learning in the context of sustainable development projects. In Participation and Learning: Perspectives on Education and the Environment, Health and Sustainability, ed. A. D. Reid, B. B. Jensen, J. Nikel, and V. Simovska, pp. 128–143. Dordrecht, The Netherlands: Springer Press.
   Google Scholar
• Vare, P., and W. Scott.,2007. Learning for a change: Exploring the relationship between education and sustainable development. Journal of Education for Sustainable Development 1(2): 191–198.
   Google Scholar
• Wales Curriculum Department. 2008. ESDGC: A Common Understanding for Schools, Wales.
   Google Scholar
• Wals, A. E. J., and B. Jickling.,2002. Sustainability in higher education. International Journal of Sustainability in Higher Education 3(3): 221–232.
   Google Scholar
• Weinert, F. E., 2001. Concept of competence: A conceptual clarification. In Defining and Selecting Key Competencies, ed. L. H. Salganik and D. S. Rychen, pp. 45–65. Seattle: Göttingen.
   Google Scholar
• Weinert, F. E., 2002. Vergleichende Leistungsmessung in Schulen—eine umstrittene Selbstverständlichkeit [Comparative performance measurement in schools—A controversial matter of course]. In Leistungsmessungen in der Schule, ed. F. E. Weinert, pp. 17–32. Weinham and Basel: Bertz Verlag.
   Google Scholar
• Wiek, A., L. Withycombe, and C. Redman. 2010. From Eclectic to Genuine Sustainability Curricula in Higher Education. Working paper, School of Sustainability. Arizona State University.
   Google Scholar
• Wiek, A., L. Withycombe, C. Redman, and S. Mills.,2011. Moving forward on competence in sustainability research and problem solving. Environment: Science and Policy for Sustainable Development 53(2): 3–13.
   Web of Science ®Google Scholar
• Wu, C. Y., 2014. Comparisons of technological innovation capabilities in the solar photovoltaic industries of Taiwan, China, and Korea. Scientometrics 98(1): 429–446.
   Web of Science ®Google Scholar