• Journal of the Korean Wood Science and Technology
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• 제52권2호
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• pp.175-190
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• 2024

The increase in atmospheric carbon dioxide concentrations is known to be closely associated with climate change and global warming. In this sense, considering that facilities for appropriate education and experience on wood, which is a carbon pool, have been required, this study targets the Wood Cultural Experience Centers, which are in current operation, examines and evaluates their operation status and policy changes, and ultimately derives a successful positioning plan. To this end, it conducts a survey, and the results are as follows. First, as a result of the similarity analysis (KYST: Kruskal-Young-Shepard-Torgerson program) with facilities with leisure activities and educational functions, the Wood Cultural Experience Center have competition with natural recreation forests in terms of naturalness, and it has competition with the career experience center and youth training center in terms of experiential observation. Second, the result of positioning analysis of the attribute space map indicates that the Wood Cultural Experience Center is positively perceived in terms of such attributes as naturalness, experiential learning or recreation, and preservation of natural environment, but is negatively recognized in terms of accessibility, escape from daily life, and things to see.

• 한국가정과교육학회지
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• 제12권3호
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• pp.93-104
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• 2000

The purposes of this study were to measure the levels of environmental consciousness. environmental knowledge, and environmental education performance and to find the influences of related variables on environmental education performance in Home Economics teachers. The researchers used a questionnaire consisting of three parts such as environmental consciousness. knowledge and education for 153 Home Economics teachers o secondary schools in Gwang-ju. The results are as follows: The level of environmental consciousness of the Home Economic teachers was high, but that of their environmental knowledge and the performance of environmental education were low. The teachers with more educational experience and married teachers showed higher level of environmental consciousness. Unmarried teachers showed higher level of environmental knowledge. The teachers with more age and educational experience showed higher level of environmental education performance. The teachers with more chances for getting environmental information had relatively higher level of environmental knowledge. The teachers with more educational experience and chance for getting environmental information and pro-environment community had relatively higher level of environmental education performance. With regard to environmental education experience older teachers getting environmental information pro-environment community and the teachers with higher level of environmental consciousness practiced more. Environmental knowledge, however, didn’t affect environmental education.

• 한국환경교육학회지:환경교육
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• 제24권1호
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• pp.66-75
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• 2011

The goal of this study is to investigate the effect of ecological experience program at the urban stream on the environmental sensitivity of elementary school students. In order to perform this study, two classes of 6th graders of M elementary school in Gwangju were selected and divided into two groups; one groups was the experimental group that undergoes ecological experience program at the Gwangju River, and another group was the control group that studied about environment in the classroom. The results of this study were as following. First of all, the experimental group has more influence on the environmental sensitivity than the control group. Secondly, the ecological experience program at the urban stream can be the effective method to build the environmental sensitivity of elementary school students. In conclusion, the results are showing that the ecological experience program at the urban stream helps elementary school students to change their environmental sensitivity in positive ways, also it gives idea that how to protect the environment and what they actually can do.

• 한국환경교육학회지:환경교육
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• 제23권3호
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• pp.97-114
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• 2010

The aims of this study are to develop and apply a Nature Game program for the ecological experience learning in Jeju Gotjawal forest and analyze the environmental sensitivity change of the students. The results obtained in 4th graders of A elementary school of Seogwipo-city are as follows: It was found that attention, susceptibility and practice will of environment protection for forest environment of the experimental class were significantly higher than those of the comparison class. And it was found that interest and curiosity into forest environment were also elevated in the results of the qualitative evaluation, suggesting that we could get the effect of developed Nature Game program on ecological experience learning. If various ecological experience learning programs considering the regional-specific characteristics are developed to cause students' interest and curiosity, students would come to participate in the protection activity of environment aggressively a little more.

• 한국환경교육학회지:환경교육
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• 제22권4호
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• pp.14-25
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• 2009

The purpose of this study was to investigate the effects of the forest experience on elementary students' environmental sensitivity and cognition ability. The forest experience was applied to the experimental group and the control group was taught by the traditional teaching method focused on teachers' lecture for 8 lessons. The pre-test, the 1st, and 2nd post-test for environmental sensitivity were applied to both groups to analyze the effects of the forest experience. After then the results were analyzed by One-way ANOVA and ANCOVA. And the narration test for cognition ability on learning a environmental context was applied to only the experimental group and the results were analyzed. As a result, the students' environmental sensitivity was not significantly different(p<.05) between experimental and control groups in terms of the pre-test score. However, the 1st and 2nd post-test scores of experimental group were significantly higher than those of the control group in term of the level of environmental sensitivity(F=9.28, p<.01, F=10.95, p<.01). The results of the forest experience in the aspect of cognition ability, 'the sound of nature(61%)', 'the smiling forest path which blooming out(57%)', and 'one's own places(52%) were high but 'the kinds and characteristics of the roots(30%)' was low. In conclusion, the forest experience made a positive effect on the students' environmental sensitivity and cognition ability through the direct observation, data collection, and analysis on the nearby natural environment.

• 한국환경교육학회지:환경교육
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• 제11권1호
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• pp.195-216
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• 1998

This study was planned to define the concept and the patterns of the fields for environmental education through the theory review about the fields for environmental education that were important at school environmental education for field-experience learning, and to survey the using status of the fields for environmental education and the awareness of teachers who have been teaching practically students environmental education in school through the questionnaire. The results derived from this study were as follows ; First, the use of the fields for environmental education in environmental education is necessary aspect of the importance of field-experience learning and the environmental education strategy through personalization of environment and is essential to the substantiality of school environmental education. The concept of the fields for environmental education is defined that it is used as place(space) for environmental education, is located most outdoor space, promote students the concern and consciousness about environment. The patterns of the fields for environmental education may be classified the field for nature observation learning surrounding, the fields for nature observation and field survey, the fields for visit and field trip, and the fields for experience and participation by the contents and the purpose of educational program. Second, according to the results of the teacher's awareness survey, most responded teachers gave an affirmative answer about the necessity of practical use of the fields for environmental education, and it was used mainly in special lecture, weekend, and legal holiday. Also, it was surveyed that time for using the fields was brought as the most serious obstacle by teachers. In particular, teachers preferred the environmental education fields for experience and participation above all others. Third, from the results about the using status of the fields for environmental education, school environmental education mostly have been taught in indoor classroom, school landscape(school grounds) was evaluated the most easily useful the fields for environmental education in formal lecture, because it can solve the lack of time. Also, it was proved that eco-park, stream, and river were fit for the field-experience learning with small students group.

• 한국환경교육학회지:환경교육
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• 제12권1호
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• pp.225-241
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• 1999

The art subject deals with aesthetic experience within natural environment around and artificial environment, and it represents the experience through formative arts. And it also extends the aesthetic experience by making students appreciation of the works of art. In the main text of this study was studied with the connection with environmental education on the basis of the characteristics of art subject. That is, in the art education there can be an understanding of the harmony between natural environment and artificial one and their relationship and, furthermore, more positive environmental education can be possible by environmental murals, environmental sculpture, environmental design, packing design, poster design, elf through systematic formative arts. In addition, the art education can make students keep sensitivity to the natural and artificial environment through the appreciation of a variety of art works made with a theme of environment or through the appreciation of the works in the environment around our lives. Also, it can lead to acquire the desirable values and attitudes toward the environment by discussing the harmony of environmental development and environmental preservation visually. In the second place, this relation described in detail by each grade according to the contents of the 7th curriculum for the art subject. In the third place, the following were suggested: the goals for the environmental education in the art subject, the direction of environmental education, the organization of contents related to environment and their emphases, and the main teaching and learning methods for environmental education.

• International Journal of Advanced Culture Technology
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• 제8권4호
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• pp.101-109
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• 2020

Along with rapid global economic development, people are slowly becoming environmentally aware and green development is increasingly a vital topic of social concern. Academic circles are currently focusing on environmental protection and economic growth to explore the coordinated development of both and to achieve a win-win solution between them. To study the relationship between environmental protection experience and both cost and performance, this study empirically analyzes companies listing on the Shenzhen A-share market from 2014 to 2018. The results show that senior executives' environmental protection experience is negatively correlated with corporate costs, whereas it is positively correlated with business performance. These results provide empirical evidence of the importance of enterprises introducing and cultivating environmental personnel and insisting on sustainable development.

• Journal of Forest and Environmental Science
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• 제39권3호
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• pp.140-149
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• 2023

We surveyed to assess the impact of the mood states and sentiments resulting from forest experience on the school life satisfaction of Korean boarding middle school students (n=90). The average mood state score was 2.32 on a scale of 1-5, with the subscale of vigor scoring the highest (3.19). The average sentiment score was 3.08, with the subscale of subjective happiness scoring the highest (3.08). The average school life satisfaction score was 3.66, with the subscale of interpersonal relationships scoring the highest (3.91). The mood states resulting from forest experience explained 39.6% of the variance in school life satisfaction, and the regression model showed a significant fit (F=9.077, p<0.001). Similarly, sentiments resulting from forest experience explained 47.4% of school life satisfaction, with the regression model showing a significant fit (F=10.569, p<0.001). It can be concluded that forest experience positively impacts the school life satisfaction of Korean boarding middle school students.

• 공학교육연구
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• 제15권5호
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• pp.42-46
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• 2012

Graduate Students in engineering at The University of Tokushima can take part in an educational program which is offered long-term internship opportunities (at a company or the government). Onishi, one of authors, took part in this educational program. She is studying environmental conservation at the university and is interested in environmental conservation activities led by residents. Striking a balance between environmental conservation and human economic activities is seen as important to society. However, the continuing in environmental conservation activities is difficult. Therefore, collaborative activities attract attention as a way of the continuing in environmental conservation activities. A person called "co-coordinator" is a key to make many people to participate in the sustainable collaboration activities. The main role of co-coordinator is connecting people who are interested in environmental conservation activities. The purpose of joining in environmental conservation activities is different from person to person depending on where they belong to or where they live. Onishi took part in the educational program to learn the techniques of adjusting the differing interests. She did her internship at environmental consulting company in Kamikatsu town, Tokushima prefecture. She participated in several environmental conservation activities and work experience as a coordinator. Through this experience, she learned not only the technique but also the difficulty of the work. This paper reports the results obtained from her experience.