• Journal of environmental and Sanitary engineering
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• v.24 no.2
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• pp.9-16
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• 2009

The purpose of this study is to investigate the effect on the university student' attitude toward environmental problem with PBL. The controlled group consisted of 80 students who was applied PBL and experimental group was applied a traditional teaching method was consisted with 80 students. The results is as follows ; First, there was a statistically meaningful differences in attitudes toward environment between two group(F=52.789, p<0.1). It shows that PBL is very effective in attitude toward environment. Second, there was a more meaningful increasing effect of student' consciousness of environmental problems before and after environmental education on the controlled group which was applied PBL than experimental group which was applied a traditional teaching method. Finally, in the literacy education of university student' related with environment problems recommend that PBL is more effective than that of traditional teaching method.

• Korean Journal of Organic Agriculture
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• v.10 no.2
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• pp.51-66
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• 2002

It is almost impossible to aggregate environment-related information, simply because it is vast. Therefore, Recently, the development of an environmental index is attracting the attention in Korea and other nations, since it is taken to be useful for legislating environmental policies. When it comes to the development of an environmental index, the first necessary step is to organize environmental information by using an accounting framework that manifests outstanding consistency and inclusiveness. And then, this organized environmental information should be appropriately used, whenever required. Compared to these movements, it is necessary to point out that the environmental accounts in the agricultural section still suffer from numerous problems that need to be solved. According1y, this dissertation suggests and considers at least the following three matters. First of all, an integrated index evaluation method should be developed, taking domestic and foreign movements into consideration at the time of conducting the environmental evaluation. Secondly, a master plan for the environmental accounts should be developed for the agricultural sector. And thirdly and finally, problems and solutions incurred during the process of performing the aforementioned tasks need to be examined in detail.

• Hwankyungkyoyuk
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• v.10 no.2
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• pp.87-100
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• 1997

This research aims to collect informations which is necessary to develop a curriculum for the environmental education of elementary and secondary schools. We developed a questionnaire concerning the present situations of environmental education in schools and needs assessment items about environmental education. The questionnaire were distributed to a sample of elementary and secondary school teachers with diverse grades and locations. The results of our reserch are as fellows: 1. The awareness of key concepts related to environment problems. They are not aware of ecological interdependence but just focus on the result of environmental deterioration 2. The awareness of importance of environmental education: Teachers prefer campaigns or legislations to environmental education. They want to take an Immediate action rather than a fundmental method like education in order to solve environmental problems 3. The awareness of relationships between environmental problems and natural or man-made circumstances: Most teachers emphasize recycle and reuse of the materials such as batteries, papers, plastics, cans. and bottles. but do not teach the importance of ecology. Only science and environment teachers do. 4. Environmentalism or ecology? Ideally teachers accept the importance of ecology, but in reality they cohoose environmentalism. 5. On the content and method of environmental education: Teachers insist that both environmental instruction and practical, first-hand experience should be given to not only elementary but secondary students, and that most of subject matters should deal with environmental issues. 6. On the situations and tasks of environmental education: School teachers indicate that they could not instill positive patterns of conduct toward environment in students. They think that both insufficient in-service training about environment and cooperation among teachers themselves are partially responsible for it.

• Proceedings of the Korean Society of Soil and Groundwater Environment Conference
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• 2002.09a
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• pp.24-27
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• 2002

The optimal designs of groundwater problems of contaminant containment and cleanup using linear programming and genetic algorithm are provided. In the containment problem, genetic algorithm shows the superior feature to linear programming. In cleanup problem, genetic algorithm makes reasonable optimal design. Un this study, it is demonstrated through numerical experiments that genetic algorithm can be applied to remedial designs of groundwater problems.

• Journal of Soil and Groundwater Environment
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• v.14 no.4
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• pp.1-9
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• 2009

This paper presents current condition of landfills in Indonesia and the problems exist. It also presents a review of study on abandoned landfill in Bandung, West Java where the actual problems can be seen and an insight to the solutions were developed.

• Hwankyungkyoyuk
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• v.12 no.1
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• pp.264-275
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• 1999

The purpose of this study is to suggest a systematic and effective way of environmental education by analyzing current environment classes being provided as one of elective courses in some middle schools and their impact on the students. To conduct this study, 1,467 students of 36 middle schools were asked to fill out the questionnaire of 30 items and they were divided into two different groups depending upon whether they were taking ‘environment’ classes at school or not. The survey was peformed to see if there is a difference between these two groups in terms of their recognition of environmental problems and their daily practice of that concept. The conclusion is that the students taking environment classes have more knowledge about environmental issues than the ones without the classes, but their actual behaviors show no difference. In that point, it is necessary to take up a more effective and practical way of environmental education together with teaching its theoretical values.

• Ocean and Polar Research
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• v.28 no.2
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• pp.163-173
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• 2006

The so called Antarctic Treaty System, started from the Antarctic Treaty in 1959, has gradually been enlarged into the concept of an international environmental regime, which has been included in not a few international institutions, treaties, conventions, and international non-governmental organizations (INGO). This kind of movement, as in the role of an international environmental regime, has recently been highlighted in the Protocol on Environmental Protection to the Antarctic Treaty. This Protocol is taking appropriate measures as an international environmental regime in regulating its member nations by enforcing principles in protecting Antarctic resources and environment, regulating member nations' Antarctic activities, establishing norms in the adoption of international and domestic laws, and devising regulations for deciding administrative actions through the member nations' collective decision-making procedures. h this context, this paper is to test a few questions; firstly, how the Antarctic Treaty System can be related with the role of international environmental regime; secondly, how the theories of international environmental regime, such as the hegemony theory, rational choice theory, and international morality theory, can be tested in the role of Antarctic Treaty System as an international environmental regime. Finally, this paper provides a solution for the future problems of the Antarctic Treaty System as an international environmental regime regarding the regime's principle (conflict between the environmental principle and the right of nation-state), norms and regulations (the conflict between the developed and underdeveloped nations in terms of the concept of 'common but differentiated environmental responsibility'), cooperation directions (the leadership problems between hegemonic nation and multilateral leading groups), and management methods (cooperation and arrangement problems among expert institutions, observer groups, and INGO).

• Hwankyungkyoyuk
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• v.5 no.1
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• pp.101-111
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• 1993

The Korean National Commission for Unesco has helped Korean Unesco Associated Schools undertake environmental studies within the framework of education for international understanding, cooperation and peace from 1991 - 1993. The environmental studies enjoyed participation by nine Associated Schools among 35 throughout the country, with each school on a different theme each year. Environmental studies by the Unesco Associated Schools are differentiated from those by the former continues to work on environmental or Provincial Boards of Education. The former continues to work on environmental education, longer than 1 - 2 years, and they can also capitalize on the international networks of the ASP, which may be instrumental to understanding the worldwide nature of the environmental issues these days. This paper contains a breif explanation of the cases of environmental studies by level of education from primary to teacher education level. It is argued that through the study, the students of Unesco Associated Schools well recognize the seriousness of environmental problems facing mankind and will have positive attitudes and values towards the preservation of our environment. It is also argued that the studies result in a variety of useful teaching/learning methods for environmental education: students visit to polluted areas. survey, composition of works with environmental themes such as posters, poems, organization of discussion by the students on environmental problems, exhibition, international correspondence, etc. The studies also have produced various helpful reaching/learning materials : photos, slides, scrapbooks of articles on environmental issues from newspapers, etc. However, several problems also emerged through the studies. A few of them are described here ; First, focus on the extra-curricula activity rather than regular curricula results in the neglect of the knowledge base of environmental education. Second, only a part of the all 35 Associated Schools have participated in the project. Third, primary and first secondary students have difficulty in using foreign language which is vital for international activities.

• Hwankyungkyoyuk
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• v.12 no.1
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• pp.205-224
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• 1999

This is a study of strengthening the practice of environmental education in the primary and secondary school music program. Since the world war II, the environmental situation has been getting worse and worse. So it is now a global issue to conserve energy and solving the ecological problems we are confronting. Solving the environmental problem is not just a scientist's task nor a specific school education subject's either, but a responsibility of all human beings. In this sense, it is necessary for every school subject, including music, should include elements of environmental education in its education contents. in this paper the researcher has tried to point out some reasonable aspects of environmental education guidelines which would be pursued through school music programs. In the music subject the following eight environmental education strategies could be suggested: 1. An affective aspect of music should be used in educating students to aware of the importance of environmental problems. 2. The effectiveness of employing music for various educational purposes should be implemented to make students environmentally enlightened individual. 3. The main issue of environmental problem must be used in various musical activities such as singing, implementing, composing and appreciating music. 4. By employing an alternative materials for making musical instruments, students and musicians can participate in environmental education program actively. 5. Music is analogues to life and nature. Thus it is highly suggested for teachers to teach students music more sincerely In a way of studying music more seriously, students could achieve environmental education goals by discovering the similarities of the nature of the environment and music as a human environment. 6. By appreciating many musical works of dealing with environmental problems and ecological problems, one could achieve the necessary goals of environmental education. 7. By enlarging the boundary of music including the sounds of nature such as birds' singing, sounds of winds and various streams and tree's trembling, music could achieve the major goals of environmental education. 8. By recognizing sounds as an important human environment, school music program could attain the goals of environmental education. The researcher also has mentioned about the characteristics of music as a schooling subject. and has provided with some detailed curriculum guidelines for strengthening environmental education programs in music classes. Some model lesson plans implementing the environmental education for elementary, junior high school and 10th grade music classes are also suggested followed by six specific teaching ＆ learning methods for environmental education.

• Hwankyungkyoyuk
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• v.11 no.2
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• pp.40-53
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• 1998

Since 1970', the international community has displayed a heightened consciousness concerning the Earth environment and Environmental Education has became to be as survival strategies for the environment and human life. For developing the model of instructional procedure for educating environmental behaviors in environmental education, this study analyzed the objectives, characteristics, contents, instructional methods and instructional procedures of case studies that were awarded the first prize of the Contest of the Case Study in Korea that were had charged by KFTA. The main results of this study were as follows :(1) the more objectives for environmental education were focused on “formulating values and attitudes for the environment”, some objectives for “skills” need to investigate or solve the environmental issues were found, and some objectives for “environmental behaviors”. (2) the more contents of environmental education were focused on “environmental pollutions” (3) the more instructional methods for environmental education used for “investigating or experiment” to solve the environmental issues or problems, some methods for “taking actions for the environment”. (4) the most of case studies were used the model of environmental instruction that were developed by KEDI in 1988. Conclusionally, This study suggested that you have to emphasis on level of responsible citizen behaviors to resolve the environmental issues or problems in the environmental instructional procedures.