• Title/Summary/Keyword: environmental education

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The Relations between Attitude toward Environmental Education and Using Experience of Environmental Education Facilities in Parents who have Elementary Students - Seattle City to - (초등학교 학부모의 환경교육 의식과 환경교육 시설 경험의 관련성에 관한 연구 - 시애틀시를 대상으로 -)

  • Kim, Bum-Soo;Lee, Sook-Jeong
    • Journal of Environmental Science International
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    • v.18 no.12
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    • pp.1349-1360
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    • 2009
  • The purpose of this study was to examine the relations between using experience of environmental education facilities and attitude toward environmental education in parents who have elementary students in Seattle, U.S. The findings of this study represented that elementary parents have a great understanding about the importance of environmental education. Parents have a strong agreement with the necessity of environmental education in childhood. This research also found the differences between grades and facilities for environmental education in expected effect on environmental education and desirable fields of environmental education. The awareness of the importance of environmental education increased according to frequency in using environmental education facilities. In addition, the more the experiences of using various environmental education facilities, such as museum of natural history, science museum, arboretum, and aquarium expanded, the more educational effects positively increased over time.

Study on the Awareness of Teachers about the Fields for Environmental Education (환경교육의 장(場)에 대한 교사들의 인식에 관한 연구)

  • 김인호;김귀곤
    • Hwankyungkyoyuk
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    • v.11 no.1
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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.

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The Environmental Education through 'Open Education' focused on the environmental education in middle schools in Korea (열린교육을 통한 환경교육 발전방향 -중학교 환경교육을 중심으로-)

  • 김정호;최석진;이동엽
    • Hwankyungkyoyuk
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    • v.11 no.2
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    • pp.54-68
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    • 1998
  • With a theme of the ‘Environmental Education in Middle Schools’ and ‘Open Education’, this study has been aimed to suggest the improvements for environmental education through ‘Open Education’, which is nowadays emphasized in Korea. This study suggests that the following should be concluded in the syllabic for the environmental education; the environmental problems and their relations to the environments] education, the establishment of the model of environmental education system, the goal of environmental education and its characteristics, the analysis of environment-related subjects' contents, the teaching-learning methods for environmental education, and the applications of ‘Open Education’ to the environmental education. This study has found that the ‘Open Education’ would play a great role in increasing the effect of the environmental education, and thus it strongly recommends, as a necessity, that teaching skills and text for it should be developed as soon as possible.

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A Study on the Consciousness about Environmental Education of Junior-High School Teachers in Seoul (서울지역 중·고등학교 교사들의 환경교육에 대한 의식조사)

  • Kang, Hee Sook;Cboi, Myung Jin
    • Journal of the Korean Society of School Health
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    • v.5 no.1
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    • pp.74-83
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    • 1992
  • The purpose of this study is to provide the basic data in developing environmental education curriculum by searching the consciousness junior-high school teachers in Seoul. 28 junior-high schools in Seoul were randomly selected and again selected 547 teachers to answer this questionnaire. The major findings of this study are as follows; 1. Teachers recognized the seriousness of environmental problems in the national level(about 54%) and Seoul level(about 90%) 2. Teachers recognized the need of environmental education at junior and high school(85%). 3. Only 17.5% of respondents marked to be selected Environmental Education at the 6th curriculum revision in their school. 4. If Environmental Education was selected at the 6th curriculum revision, about 58% of respondents recognized that Environmental Education Teacher should be responsible Environmental Education course. 5. If Environmental Education course was not selected at the 6th curriculum revision in their school, about 45% of respondents recognized that Environmental Education course should be done the whole subjects. 6. About 57% of respondents recognized that effective method of Environmental Education should be used audio-visual material. 7. About 25% of respondents recognized that environmental education should be prevented by Enterance-exam oriented education. Several improvements should be made on the following aspects; 1. At the 6th curriculum revision, Environmental Education course should be selected a required course. 2. At the Collage of Education, Environment-related course should be established. 3. Programs of environmental education should be urgently designed and improved so that teachers can proceed it more effectively.

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A Comparative Study on the Current Status Institutionalization of Environmental Education and Exchange in the Northeast Asia & the Pacific Region (동북아시아-태평양지역의 환경교육 제도화 및 교류실태에 관한 비교연구)

  • Yoo, Young-Eok
    • Journal of Environmental Science International
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    • v.20 no.11
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    • pp.1483-1497
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    • 2011
  • The result of comparison and analysis study of institutionalization and exchange status of environmental education in South Korea, the People's Republic of China, and Japan, Northeast Asian countries that are closely related to Korea, is summarized as the following: First, this study shows that the process of environmental education institutionalization requires an instigation. For example, a specific environmental policy is established after raising awareness to modify environmental policies, as the result of aggravation of damage due to pollution. Therefor, it is the necessary process for the establishment of an environmental policy in order to proceed environmental education institutionalization. Second, even though institutionalization processes of environmental education for the three countries are considered to be very similar, differences are apparent if one carefully examines the content of environmental education for each country. In particular, South Korea, the People's Republic of China, and Japan all agree that environmental education is necessary, but differ in their ideas of main body for advocating institutionalization, as well as maintenance level of environmental education. Third, the order of establishment of environmental education institutionalization is Japan, South Korea and China and there exists about a 10 years time gap between each country. Fourth, the environmental education exchange was formed between South Korea and the People's Republic of China and between South Korea and Japan, first. Then it was enlarged to TEMM(Tripartite Environment Ministers Meeting) and TEEN(Tripartite Environmental Education Network) among three countries.

The Influence of School Experience Environmental Education on Changing the Elementary Students' Pro-Environmental Behavior (학교 체험환경교육이 초등학생의 친환경적 행동변화에 미치는 영향)

  • Choi, Ha-Yan;Kim, Yong-Geun;Shim, Jung-Sun
    • Hwankyungkyoyuk
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    • v.21 no.2
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    • pp.40-50
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    • 2008
  • The purpose of this study was that verify the difference of pro-environmental behavior according to be present or not of experience environmental education for developing pro-environmental and show basic material to prepare efficient operation plans of experience environmental education is based on factor which effect of pro-environmental behavior difference according to the types. Elementary schools were divided through existence and nonexistence of an experience environmental education than I was checked up the pro-environmental behavior of students, who joined in different environmental educations each other. It was analysis by dividing into an environmental education of school, an educator (teacher, environmental-interpreter), and fields for environmental education (school inside and outside) to know types of experience environmental education. In result, elementary schoolers who experienced an experience environmental education at school class, had higher an environment-friendly behavior and elementary schoolers, who experienced an experience environmental education at class from environmental-interpreter, had higher an environment-friendly behavior by and large. As a result, this study showed that the area based on their residential quarter and an experience environmental education with realistic plans to connect with social environmental education for developing pro-environmental carrying out the most positive effect.

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A Needs Assessment for Environmental Education in Korean Schools (우리 나라 학교 환경교육 현황과 '나무와 숲에 관한 지도식 프로그램 개발'을 위한 요구도 분석)

  • 윤여창;송영은;박진희;남효창;김상윤;임미연
    • Hwankyungkyoyuk
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    • v.12 no.1
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    • pp.311-321
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    • 1999
  • This survey was conducted to investigate the perception on environmental education by teachers, the current situation of environmental education including problems faced by them in teaching environmental education in the primary and secondary schools. Questions in the survey are designed to aid the development of an environmental education program on trees and forests for teachers to use in their instruction of environmental education. Eight hundred teachers were chosen as a sample in the survey and some of them were again invited to a workshop on environmental education afterwards. In the workshop the survey result was discussed in order to make it more meaningful for program development. The process of environmental education program development, which is sponsored by UNDP and the Korean Government, will be shared with the participants of the conference.

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The Present Status of Subject-Based Environmental Education in Schools (초.중등학교에서의 교과교육을 통한 환경교육 실태)

  • 이선경;최석진;주형선;이용순;박종성
    • Hwankyungkyoyuk
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    • v.14 no.1
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    • pp.107-126
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    • 2001
  • The interest in environmental issues and the awareness of the importance of environmental education have been increasing. This research was carried out in part to respond to such a change, and it aims to search for and suggest ways to strengthen subject-based environmental education in Korea, the most significant part of the formal environmental education. One of the most important of this research was understanding the present status of environmental education of elementary, middle, and high schools in Korea, which was conducted by the questionnaire survey targeted to teachers on the subject-based environmental education. The survey was carried out comprehensively to include respondents from technical and home economics course as well as from vocational high schools. Through this survey, we gained information on the awareness of teachers and students on the objective, learning-teaching strategies and evaluation of environmental education as well as an understanding of the present status of environmental education in schools of Korea.

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Environmental Education in Korean Schools : The present and the Task (우리나라 학교환경교육 현황과 발전과제 - 교사의 요구조사와 6차 교육과정 교과서 분석을 중심으로 -)

  • 최석진;김정호
    • Hwankyungkyoyuk
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    • v.11 no.1
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    • pp.251-274
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    • 1998
  • The purpose of this study was to investigate the current status and problems in environmental education by schools which was newly established in the 6th curriculum and to propose the future agendas for environmental education. Then, we have investigated teachers' consciousness about environmental education and analysed the 6th curriculum and textbooks at primary and secondary school levels. The result of this study was as follows. 1. Most teachers thought of 'participation' as important goal of environmental education, but they actually could not practice it because of various preventing factors. 2. Most teachers thought that there were no efforts to reform textbook system and school conditions. 3. The content and goal of environmental education was duplicated and vague in each subject. The suggestions for the improvement of the environmental education based on these conclusions were as follows. 1. The systematic goal strategy of environmental education must be established. 2. We must allot appropriate roles to each environment related subjects for efficient environmental education 3. The opportunity for pre-service and in-service for teachers of environmental education must be expanded.

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A Study on Comparison and Analysis of the Social Environmental Education among Korea, Japan and China (한국, 일본, 중국 사회환경교육 현황 비교 및 분석)

  • 이소영;최경희;최석진
    • Hwankyungkyoyuk
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    • v.15 no.2
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    • pp.76-85
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    • 2002
  • As exchanges and cooperations among Korea, Japan and China about environmental issues become active, exchange programs about social environmental education increases. Therefore, in this study, the present state of the social environmental educations in Korea, Japan and China is analyzed and compared. The conclusions are as following. First, the social environmental education in Korea is mainly executed by NGOs about environment, religion and gender. In the social environmental education in Korea, education for sensibility in which all the people can participate such as field investigation, camping and travel holds the majority. However, the education about social-political knowledge which deals with environmental policy and economy is not sufficient. Second, in the social environmental education in Japan, the education of environmental education methods and knowledge about environmental issues, in which citizens participate such as workshop and forum holds the majority. Third, the social environmental education in China is mainly executed by CEEC under SEPA. Education toward teenagers for fostering environment-friendly attitude is mostly active, and lectures are in general. However, education for the specific knowledge of environmental issues is not enough. The social environmental education is very significant as lifelong education for environment friendly welfare society since civil decision-making leads directly the social behavior. Therefore, efforts must be made to develop the social environmental education of each countries by means of active exchange and energetic support of the social environmental education program and autonomous exchange of NGOs for the social environmental education.

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