• 한국환경교육학회지:환경교육
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• 제14권1호
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• pp.1-18
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• 2001

The purpose of this study is to research new paradigms of environmental ethics and environmental ethics education to overcome ecological crisis and to develop an alternative model of systematic environmental ethics education for establishing eco-centred life values. According to deep ecologists, they assert the necessity of basic reorientation of crucial components of present political, economic and social orders to overcome ecological crisis today. This means the movement from the mechanistic worldview to the ecological worldview and the shift from Dominant Social Paradigm(DSP) to New Ecological Paradigm(NEP). Environmental ethics education should be 'eco-centred environmental ethics education'which makes some contribution to overcome ecological crisis and to create new alternatives. Also it should be not a simple behavior change but 'eco-centred environmental ethics education', what is called, as 'ecological literacy education'which changes the views of values, thoughts and attitudes etc. In this, as a new social curriculum, 'ecological literacy education'means to cultivate the ability which can recognize environmental problems correctly and to overcome ecological crisis wisely we face with today. To perform this ecological environmental ethics education, we suggested 'eco-centred life values', we place a criterion of moral value judgment according to 'ecological conscience'on 'life', and we presented 'an alternative model of environmental ethics education' giving consideration to human being, nature and environment at the same time.

• 한국초등과학교육학회지:초등과학교육
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• 제38권4호
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• pp.465-474
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• 2019

The purpose of this study was to investigate the effect of the experience-based ecology-environmental STEAM education on ecological sensitivity of elementary students. The research subjects were 62 third graders of S elementary school located in Incheon. They were divided into the experimental group of 33 students and the comparative group of 29 students. The experimental group was provided the educational program with the experience-based ecology-environmental STEAM education. The comparative group was provided the theoretical and ecological self activity program based on the textbook. The results of this study can be summarized as follows; First, the experience-based ecology-environmental STEAM education had a meaningful effect on improvement of ecological sensitivity. Second, we found that access to the ecological environment education is important in all subjects, not in education that is biased toward. Third, in ecological environment education, experience-oriented education methods are more meaningful than indirect experiences trapped in textbooks. Fourth, ecological environment education can contribute to the improvement of ecological sensitivity as well as the intellectual aspect of ecology and environmental science. In conclusion, it was found that the ecological environment program should be conducted with activities of experience.

• 한국가정과교육학회지
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• 제35권2호
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• pp.1-20
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• 2023

이 연구는 2022 개정 교육과정의 생태전환교육 도입을 위해 2015 개정 가정과교육과정에서 활용하고 있는 중학교 가정과 교과서의 생태시민성 내용 요소를 추출하여 분석하였다. 분석 결과는 현직 중학교 가정과 교사 6인에게 생태시민성 내용 요소 분석에 대한 타당도를 검증받았으며, S-CVI 값이 0.97로 생태시민성 내용 요소 분석의 타당도를 확보하였다. 가정과 교과서에서 추출한 생태시민성 내용 요소 242개를 분석한 결과는 다음과 같다. 2015 개정 가정과교육과정 내용 체계의 영역에 따른 생태시민성 내용 요소는 '인간발달과 가족' 영역에 가장 많았고, '자원 관리와 자립' 영역, '가정생활과 안전' 영역의 순으로 나타났다. 생태시민성 요소의 범주에 따라서는 가치⋅태도, 과정⋅기능, 지식⋅이해 범주의 순으로 나타났다. 교과서 구성 체계별로는 생태시민성 내용 요소가 그림, 본문, 활동, 보충 자료의 순으로 추출되었고, 출판사에 따라 생태시민성 내용 요소의 수가 차이가 크게 나타나 교과서 집필진의 인식이나 해석, 집필 방향의 중요성을 확인하였다. 이후 분석 결과를 바탕으로 가정교과의 생태전환 교육 도입을 위한 생태시민성 교육의 방안을 제시하였다. 이 연구는 생태전환교육이라는 교육과정의 새로운 지향점에 부합하는 생태시민성 교육을 가정교과에서 실천할 수 있다는 가능성을 밝히는 동시에 가정교과에서의 생태시민성 교육 방안을 모색하였다는 점에서 그 의의가 있다.

• 한국환경과학회지
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• 제19권10호
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• pp.1283-1291
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• 2010

In this study, we developed the environmental education program focused on the communication with the exhibits at the ecological museum applicable to the environmental education for gifted students. For this study, we chose 60 gifted students attending U Institute of Education for the gifted, and classified these students into two groups, then applied newly developed program to the 30 experimental group students, and applied general environmental education program to the 30 comparative group students. Below are the study results: First, the environmental education program focused on the communication with the exhibits at the ecological museum was much effective in increasing environmental sensitivity of gifted students as compared to the general environmental education program. Second, the environmental education program focused on the communication with the exhibits at the ecological museum was much more effective in increasing the willingness to environmental act for gifted students as compared to the general environmental education program Third, the satisfaction of the gifted students about the environmental education program focused on the communication with the exhibits at the ecological museum was higher than the general environmental education program.

• 한국농촌건축학회논문집
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• 제22권3호
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• pp.9-16
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• 2020

The trend emphasizes children-oriented, play-oriented ecological education programs for children's ecological education. And most of these nature -friendly and eco-friendly education takes place outdoors. Therefore, outdoor space planning is important in childcare facilities. This case study aims to analyze the actual conditions of outdoor spaces in daycare centers and to provide standard data for outdoor space planning. In order to provide basic data on the improvement direction and planning standards of outdoor spaces, this present study conducted the composition, utilization status and related problems of outdoor spaces for nature -friendly ecological education in childcare facilities. Accordingly, outdoor space planning for ecological education should consider outdoor space characteristics such as free and easy accessibility between indoor and outdoor spaces, openness of space, flexibility, dynamic/static space, and nature affinity. Therefore, for an ecological education environment, children should be able to freely approach nature and play in the natural environment without any restrictions and artificial controls. Also, in urban areas, natural environment such as parks and open spaces should be considered as outdoor play spaces for children.

• 한국농촌건축학회논문집
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• 제22권1호
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• pp.21-30
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• 2020

It is a trend to pursue the reinforcement of child-centered, play-oriented ecological education programs that support children's development. Most of these nature friendly and eco education is done in the outdoor space. So outdoor activities in child care facilities are essential. The purpose of this study was to analyze the actual condition of the outdoor space for ecological child education in the child care center. Therefore, in order to provide the basic data for the direction of the improvement and to grasp the current situation and problems, the survey and analysis of the external space composition and utilization status in the child care facilities for nature-friendly ecological child care education has been done. As a result, the half of the cases did not reserve even the minimum size of outdoor space and fall short of the standards of outdoor space quality as accessibility, complexity, articulation and nature friendliness for ecological education. Therefore, in order to establish an ecological education environment, it is necessary to build facilities in natural green or suburban areas. In addition, they need to use the natural environment such as parks, open spaces, and forests.

• 한국초등과학교육학회지:초등과학교육
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• 제43권1호
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• pp.148-157
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• 2024

이 연구의 목적은 초등학생의 생태적 감수성 향상을 위한 인공지능 기반 해양 생태전환교육 프로그램을 개발하는 것이다. 개발한 인공지능 기반 해양 생태전환교육 프로그램은 19명의 연구집단을 대상으로 11회에 걸쳐 4주간 수업하였고, 프로그램 적용 전-후에 생태적 감수성 검사를 실시하였다. 그 결과 개발한 프로그램이 초등학생의 생태적 감수성을 향상시킨다는 통계적 결과를 얻었으며, 심층 면접을 통해서도 생태적 감수성 하위 영역인 생물에 대한 공감, 자연에 대한 흥미, 자연 향유, 자연에 대한 경이감 등 모든 영역에서의 향상을 발견하였다. 인공지능과 가상현실을 활용한 해양 생태 수업을 통해 학생들은 자연에 더욱 가까이 접근할 수 있었고, 이러한 학생 참여 활동이 생태적 감수성에 긍정적인 영향을 미친 것으로 보인다. 이는 학생들의 생태적 감수성을 향상시키기 위해서는 단순 설명식 수업보다 체험 중심의 교육 방법이 중요하며, 인공지능 기술이 학생들의 수업 몰입도를 높이는 데 효과적임을 나타낸다.

• 한국환경교육학회지:환경교육
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• 제14권1호
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• pp.92-106
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• 2001

The main goal of this paper is to suggest a new path to new ecological paradigm in social environmental education. The old paradigm of environmental education consists of two elements. The first element is emphasis on the seriousness and urgency of environmental problems while the second one is the presentation of concrete action programs as solutions of environmental problems. The missing point of this paradigm is the internal process of meaning construction of actors. Any kind of social action must be based on the meaning which the actors gives to their own action. Becoming an environmentally conscious actor, therefore, actor himself needs to interpret the world from the new perspective. In this paper, we call the change of worldview in the deepest sense 'conversion'. Ecological conversion means shift from anthropocentrism to ecocentrism. In the following sections, main characteristics of ecological world view are specified and some examples of ecological confessions which reveal ecological world view are presented. In this last section, 7 ways of lifestyle change which can facilitate ecological conversion are suggested: 1) trying to be alone for a while everyday; 2) making peaceful state of mind; 3) sharpening the 'green sensitivity'; 4) creating slow way of life; 5) choosing voluntary simplicity; 6)raising spirituality; 7) practicing sharing and caring. Social environmental education in the new ecological paradigm could be considered as a starting point towards a civilizational shift from the dominant materialist civilization to the post-material ecological civilization.

• 한국환경교육학회지:환경교육
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• 제25권1호
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• pp.105-116
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• 2012

The most necessary thing for education now, is an ecological approach to look at and be conscious of the uncertainty of nature and the structural contradiction of society. In brief, we need to make a judgment on what standard and value are required for a forming righteous relation between nature and human being, and include it in the notion of citizenship. Based on this point of view, this study extracted moral virtues, skills and agreement mechanisms of new citizenship from ecologism, environmental justice and the ecological community, and systematized them. From ecologism and environmental justice, virtues that are inner values to lead ecological citizen's act and skills as capabilities required for correcting environmental injustice, were derived. Then, workings of citizens in a community and directions of each society and education were considered from the ecological community as an utopia where ecological citizens ultimately aim for. As the result, the ecological sensitivity, freedom, creativity, a sense of justice, a sense of responsibility, caring were found to be moral virtues that ecological citizens have to have. Next, ecological thinking skills like systemic thinking, quantitative thinking and empathetic thinking, and principles of deliberation and perturbation as mechanisms to improve communication skill and environmental injustice which have been considered importantly as components of democratic citizenship, were selected as skills of ecological citizens.

• 한국환경교육학회지:환경교육
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• 제20권2호
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• pp.67-77
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• 2007

The purpose of this study is to investigate the change in ecological footprint made by the eco-friendly consumer education program, and ultimately, to help the high school students, future consumers, have eco-friendly attitude. This study will be contributed to helping them to understand the importance of the eco-friendly consumption and the seriousness of the environmental problems arising from their bad consumption habit, to get interested in the environmental problems in daily lives, and to reduce the ecological footprint through the eco-friendly habit acquired when young. This study is designed to have 60 high school students experience the eco-friendly consumer education program for 10 months and compare the levels of each ecological footprint though two different Questionnaires in five sections: housing, food, transportation, purchase, and waste. The program used in this research consists of three parts: eco-friendly attitude education for consumers, eco-friendly citizen education for consumers, and eco-friendly resource management education for consumers. The data are analyzed by SPSS Window 10.0 program. The findings are as follows: First. The eco-friendly consumer education is more likely to help the students develop critical thought and eco-friendly attitude, unlike the economy-related consumer education. Second. The level of ecological footprint is significantly decreased in the group with the eco-friendly consumer education program. compared to the group without it. Third. Experiencing the eco-friendly consumer education program helps the students have the positive attitude on ecology and lead an environmentally sustainable consumer life. The results show that eco-friendly consumer education can make a contribution to raising the good citizens who have eco-friendly attitude and behavior, lead sustainable consumer life, and try to reduce the level of ecological footprint.