• Hwankyungkyoyuk
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• v.18 no.2 s.27
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• pp.66-75
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• 2005

This study investigates an undergraduate student's environmental club experience by employing a biographical research method. The informant has been member of the environmental club since he is a freshman. The purpose of this study is three points. First, which theoretical framework is suitable to explain the characteristics of environmental club experience ? Second, what is the characteristics of the informant's environmental club experience analysed by means of the theoretical framework ? Finally, what is the educational meaning of environmental club experience ? As a result, I find that environmental identity is very powerful framework to explain the characteristics of environmental club experience. Also, I explain the informant's environmental club experience as the formation of environmental identity by changes in three aspects. In the informant's life, cultural world of environment/environmental movement becomes salient which is closely connected with development of agency in the world and understanding how environmental problems can be solved. It is argued that environmental club experience has educational meaning in the studies and practices of environmental education, as follows. Environmental club experience has implications of redefining the goals of environmental education, and improving environmental problem solving learning. Finally, the informant's environmental identity is considered as reflexive identity which is formed through personal reflection of his experience.

• Journal of the Korean Society of Earth Science Education
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• v.5 no.1
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• pp.114-123
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• 2012

This study investigates the effect of environmental club activities of the creative experiential learning activities on the improvement of students' Environmental Literacy and Pro-environmental Behavior. For that purpose, This study divided 24 students at Jinhae U Elementary School into test groups of 12 students and Control groups of 12 students. Test groups participated in the 'GomGomi' environmental Club for sixteen times from March 2011 to December 2011. Conclusions of this study include; First, we found that the environmental club activities is effective to improve the students' environmental Literacy overall. Specifically, the Environmental Club Activities was effective in the sub-catagories of environmental Literacy such as 'rights of nature' and 'eco-crisis'. However, there was no significant change in the sub-category of 'human exemptionalism' Second, we found that the environmental club activities is effective to improve students' pro-environmental behavior overall. Specifically, the environmental club activities was effective in the sub-domains of Pro-environmental Behavior such as 'cognitive domain' and 'affective domain'. However, there was no significant change in the sub-domains of 'behavioral domain'. Summary, the environmental club activities was shown to be effective for improving their environmental literacy and pro-environmental behavior; This study implies that the environmental club activities of the creative experiential learning activities would be a effective tool to help students to improve their environmental literacy and pro-environmental behavior.

• Journal of the Korean Society of Earth Science Education
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• v.8 no.3
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• pp.378-386
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• 2015

This study is to find out that pre-service elementary teacher's the effects of a ecology mentor club activities to the environmental sensitivity and the effects on the environment friendly attitude of elementary school students. This study has been aimed at 25 students of 5th grade in B metropolitan city S elementary school in 2015, B educational University of elementary pre-service teachers 10 people, Elementary School Teachers10 people to apply a ecology club mentor activities to investigate a comment participated in environmental mentor club activities of elementary pre-service teachers and the environmental sensitivity and the effects on the environment friendly attitude of elementary school students. Procedures for this research was the topic for setting ecology club mentor activities of elementary school students, pre-service elementary school teachers receive consultation from field teachers and guide to ecology club mentor activities of elementary school students. Before the ecology club mentor activities, pre-test environmental sensitivity and the environment-friendly attitude of were carried out. After the experiment, post-test of environmental sensitivity and environmental friendly attitude check was carried out. Also, investigate a comment of pre-service elementary teachers participate and guide to ecology club mentor activities of elementary school students. After the experiment results are as follows. First, the ecology club mentor activities of pre-service elementary school teachers are effective to cultivate environmental sensitivity of the elementary school students. Second, the ecology club mentor activities of pre-service elementary school teachers are effective to cultivate eco-friendly attitude of the elementary school students. Third, after ecology club mentor activities of elementary school students, pre-service elementary school teachers now have a very good feeling. Based on these results, suggestions for further research are as follows. First, the variety of ecological club programs target to elementary school students are needed. Second, there is a need for continuing research on the ecology club activities.

• Hwankyungkyoyuk
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• v.17 no.2
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• pp.122-133
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• 2004

Researchers who is intereted in Environmental Education have been concentrated on the Environmental subject since it was involved in school curriculum. But the selection percentage of Environmental subject is so low. So. I think Environmental Education researchers should be interested in Environmental Clubs in school because most students can easily take Environmental Education through Environmental Clubs than Environmental subject. The Environmental NGO, H, is interested in Environmental Clubs in school. The NGO held the camp that is called “Teenagers Environmental Club Festival” to encourage the environmental Clubs. I got some significances from the camp. First, Not only the camp but also post-education is required with on/off lines. Second, When the Environmental NGO makes a plan which supports Environmental Clubs in school, you should consider the school level. Third, activities' contents should be composed according to the level of students. Fourth, Students must involved in camp management team. Fifth, Management team which is composed of the NGO's planners, Environmental Education researchers, Environmental Club teachers and students is required.

• Journal of Korean Society of Rural Planning
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• v.1 no.2
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• pp.93-102
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• 1995

This is a case study on the counterplan for reducing agricultural environmental pollution in the SANHYUN Livestock Club through participatory research from March, 1993 to June, 1995. In the monthly meetings, the active discussion about agricultural environmental pollution gradually increased with the village people, Club members and other people because of a consciousness-raising created through discussion activities. In addition, the Club members have established a septic tank and accumulation store-house after active participation in such discussions about the environmental pollution. After two years, the number of septic tanks and accumulation store-houses has increased from two to 10. Gradually all village people are becoming more aware of village environmental pollution. Four non-member farmers have constructed a septic tanks and several member farmers have constructed the fermentation system of sawdust and hulls.

• Journal of the Korean Society of Food Culture
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• v.33 no.3
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• pp.229-235
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• 2018

The Breakfast Club of the Seoul Metropolitan Government aims to provide breakfast and nutrition education to students who require need breakfast. This study was conducted to explore the experience of changes at the individual and environmental levels among high-school participants of the Breakfast Club. The qualitative data were collected from 20 high school students (10 boys and 10 girls) via a focus group interview at each school. Experienced improvement and suggested future tasks from the experience of the Breakfast Club were categorized at three levels (themes): personal factors, school environmental factors, and home environmental factors. The health belief, knowledege, awareness, and perception of effects of the participants showed improvement but the personal barriers need to be improved. At the school level, peer influence and school food policies were improved but some aspects of availability and accessibility for breakfast, and social norms need to be improved. The factors related to the home environment, such as family influence, and availability and accessibility for breakfast were better after the program. The Breakfast Club changed not only personal behaviors but also the family and school environments.

• Proceedings of the Korean Society for Environmental Edudation Conference
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• 2005.08a
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• pp.92-95
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• 2005

• Proceedings of the Korea Air Pollution Research Association Conference
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• 2008.10a
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• pp.199-200
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• 2008

• Proceedings of the Korea Air Pollution Research Association Conference
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• 2008.04a
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• pp.176-177
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• 2008

• The Korean Journal of Ecology
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• v.28 no.5
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• pp.261-264
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• 2005

In the current study, we examined the quality of surface water in ponds at two golf courses, located in southern (Country Club P) and eastern (Country Club B) areas of Korea respectively. Seasonal measurements were made of following physical parameters;pH, dissolved oxygen, biological oxygen demand, chloride, alkalinity, hardness, and nitrogen compounds [$NH_3$-N, $NO_2$-N, $NO_3$-N] and the concentrations of four heavy metals (Cd, Cu, Pb, and Zn) throughout the courses. The pH values were within the alkaline range (7.3 to 9.0), and the biological oxygen demand was generally between 0.5 and 3.1 mg/L. The alkalinity and hardness ranged from 19.1 to 68.5mg/L and 16.1 to 63.6 mg/L, respectively. Nitrogen as ammonium $(NH_3-N)$ was detected in all samples, and the samples had low concentrations of $NO_2-N$ and $NO_3-N$. Cd concentrations were relatively high (to 22.44 mg/L); the highest Cd concentration was observed in the pond in Country Club P. Other metal concentrations were low compared to the Quebec guidelines.