• Hwankyungkyoyuk
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• v.7 no.1
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• pp.1-17
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• 1994

This study was performed to determine appropriate teaching-learning and evaluation methods for Environmental Studies. To promote the relevance of our study to the needs of the schools and concerned educational communities of environmental education, we reviewed related literature, conducted questionnaire surveys, interviewed related teachers and administrator, held meetings with experts, and field-tested our findings. For selecting and developing teaching-learning methods of Environmental Studies, findings of educational research in general are considered. moreover, principles of environmental education, general aim of environmental education, orientations of environmental education, and developmental stages of middle school students in educational psychology were attended. In addition, relevance to the purpose of the Environmental Studies curriculum, appropriateness for value inquiry as well as knowledge inquiry, small group centered class organization, social interaction centered teaching-learning process, regional environmental situation, significance of personal environment, evaluation methods of Environmental Studies, multi- and inter-disciplinary contents of the Environmental Studies textbook, suitability to the evaluation methods of Environmental Studies, and emphasis on the social interaction in teaching-learning process were regarded. It was learned the Environmental Studies can be taught most effectively in via of holding discussion sessions, conducting actual investigation, doing experiment-practice, doing games and plate, role-playing and carrying out simulation activities, and doing inquiry. These teaching-learning methods were field-tested and proved appropriate methods for the subject. For selecting and developing evaluation method of Environmental Studies, such principles and characteristics of Environmental Studies as objective domains stated in the Environmental Studies curriculum, diversity of teaching-learning organization, were appreciated. We categorized nine evaluation methods: the teacher may conduct questionnaire surveys, testings, interviews, non-participatory observations; they may evaluate student's experiment-practice performances, reports preparation ability, ability to establish a research project, the teacher may ask the students to conduct a self-evaluation, or reciprocal evaluation. To maximize the effect of these methods, we further developed an application system. It considered three variables, that is, evaluates, evaluation objectives domains, and evaluation agent, and showed how to choose the most appropriate methods and, when necessary, how to combine uses of different methods depending on these variables. A sample evaluation instrument made on the basis of this application system was developed and tested in the classes. The system proved effective. Pilot applications of the teaching-learning methods and evaluation method were made simultaneously; and the results and their implications are as follows. Discussion program was applied in a lesson dealing with the problems of waste disposal, in which students showed active participation and creative thinking. The evaluation method used in this lesson was a multiple-choice written test for knowledge and skills. It was shown that this evaluation method and device are effective in helping students' revision of the lesson and in stimulating their creative interpretations and responces. Pupils showed great interests in the actual investigation program, and this programme was proved to be effective in enhancing students' participation. However, it was also turned out that there must be pre-arranged plans for the objects, contents and procedures of survey if this program is to effective. In this lesson, non-participatory observation methods were used with a focus on the attitudes of students. A scaled reported in general description rather than in grade. Experiment-practice programme was adopted in a lesson for purifying contaminated water and in this lesson, instruction objectives were properly established, the teaching-learning process was clearly specified and students were highly motivated. On the other hand, however, it was difficult to control the class when some groups of students require more times to complete their experiment, and sometimes different results. As regards to evaluation, performance observation test were used for assessing skills and attitudes. If teachers use well-prepared Likert scale, evaluation of all groups within a reasonablely short period of time will be possible. The most effective and successful programme in therms of students' participation and enjoyment, was the 'ah-nah-bah-dah-market' program, which is kind of game of the flea market. For better organized program of this kind, however, are essential, In this program, students appraise their own attitudes and behavior by responding to a written questionnaire. In addition, students were asked to record any anecdotes relating to self-appraisal of changes on one's own attitudes and behaviours. Even after the lesson, students keep recording those changes on letters to herself. Role-playing and simulation game programme was applied to a case of 'NIMBY', in which students should decide where to located a refuse dumping ground. For this kind of programme to e successful, concepts and words used in the script should be appropriate for students' intellectual levels, and students should by adequately introduced into the objective and the procedures of the lessons. Written questionnaire was used to assess individual students' attitudes after the lesson, but in order to acquire information on the changes of students' attitudes and skills, pre-test may have to be made. Doing inquiry programme, in which advantages in which students actually investigated the environmental influence of the areas where school os located, had advantages in developing students' ability to study the environmental problems and to present the results of their studies. For this programme to be more efficient, areas of investigation should be clearly divided and alloted to each group so that repetition or overlap in areas of study and presentation be avoided, and complementary wok between groups bee enhanced. In this programme, teacher assessed students' knowledge and attitudes on the basis of reports prepared by each group. However, there were found some difficults in assessing students' attitudes and behaviours solely on the grounds of written report. Perhaps, using a scaled checklist assessing students' attitudes while their presentation could help to relieve the difficulties.

• The Korean Journal of Air & Space Law and Policy
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• v.26 no.1
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• pp.3-30
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• 2011

According to the Article 86 of the United Nations on the Law of the Sea(UNCLOS) the provisions of high seas apply to all parts of the sea that are not included in the exclusive economic zone, in the territorial sea or in the internal waters of a State, or in the archipelagic waters of an archipelagic State. Article 87 also stipulates the freedom of the high seas. International laws on the flight over the high seas are found as follows; Firstly, as far as the nationality of the aircraft is concerned, its legal status is quite different from the ship where the flags of convenience can be applied practically. There is no flags of convenience of the aircraft. Secondly, according to the Article 95 of UNCLOS warships on the high seas have complete immunity from the jurisdiction of any State other than the flag State. We can suppose that the military(or state) aircraft over the high seas have also complete immunity from the jurisdiction of any State other than the flag State. Thirdly, according to the Article 101 of UNCLOS piracy consists of any act of voluntary participation in the operation of a ship or of an aircraft with knowledge of facts making it a pirate ship or aircraft. We can conclude that piracy can de done by a pirate aircraft as well as a pirate ship. Fourthly, according to the Article 111 (5) of UNCLOS the right of hot pursuit may be exercised only by warships or military aircraft, or other ships or aircraft clearly marked and identifiable as being on government service and authorized to that effect. We can conclude that the right of hot pursuit may be exercised only military aircraft, or aircraft clearly marked and identifiable as being on government service and authorized to that effect. Fifthly, according to the Article 110 of UNCLOS a warship which encounters on the high seas a foreign ship, is not justified in boarding it unless there is reasonable ground for suspecting that: (a) the ship is engaged in piracy, (b) the ship is engaged in the slave trade, (c) the ship is engaged in an authorized broadcasting and the flag State of the warship has jurisdiction under article 109, (d) the ship is without nationality, or (e) though flying a foreign flag or refusing to show its flag, the ship is, in reality, of the same nationality as the warship. These provisions apply mutatis mutandis to military aircraft. Sixthly, according to the Article 1 (5)(dumping), 212(pollution from or through the atmosphere), 222(enforcement with respect to pollution from or through the atmosphere) of UNCLOS aircraft as well as ship is very much related to marine pollution. Seventhly, as far as the crime on board aircraft over the high seas is concerned 1963 Convention on the Offences and Certain Other Acts Committed on Board Aircraft(Tokyo Convention) will be applied, and as for the hijacking over the high seas 1970 Convention for the Suppression of Unlawful Seizure of Aircraft(Hague Convention) and as for the sabotage over the high seas 1971 Convention for the Suppression of Unlawful Acts Against the Safety of Civil Aviation(Montreal Convention) will be applied respectively. These three conventions recognize the flag state jurisdiction over the crimes on board aircraft over the high seas. Eightly, as far as reconnaissance by foreign aircraft in the high seas toward the coastal States is concerned it is not illegal in terms of international law because its act is done in the high seas. Ninthly as for Air Defence Identification Zone(ADIZ) there are no articles dealing with it in the 1944 Chicago Convention. The legal status of the foreign aircraft over this sea zone might be restricted to the regulations of the coastal states whether this zone is legitimate or illegal. Lastly, the Arctic Sea is the frozen ocean. So the flight over that ocean is the same over the high seas. Because of the climate change the Arctic Sea is getting melted. If the coastal states of the Arctic Sea will proclaim the Exclusive Economic Zone(EEZ) as the ocean is getting melted, the freedom of flight over that ocean will also be restricted to the regulations of the coastal states.