The purpose of this study was to evaluate Korean and foreign environmental education programs: 3 Korean programs including 'Environmental Education Program' for primary school level, 'Environment' for middle school level, 'Ecology and Environment' for high school level and 2 foreign programs including 'TLSF(Teaching and Loaming for a Sustainable Future) Program and IEEIA(Investigating and Evaluating Environmental Issues and Actions) Program using IAEEC (The Inventory for Assessing Environmental Education Curricula) by Kim (2003). The IAEEC include four goal levels of the foundations level, the conceptual awareness level, the investigation level, environmental action skills level and an optical level: teaching methods and practice. The IAEEC use a 5-point Likert scale to identify the extent to which an environmental education curriculum or a program reflects the goals of environmental education. It was found that our school environmental education programs need to be more involved, especially in the areas of social foundations (political & legal); personal beliefs and values in environmental issue and the critical analysis of the issue by identifying important players' positions, beliefs, and values; and the environmental action to solve the issue and evaluate the consequences and effectiveness of the action plan. This study can provide a meaningful direction for program development in environmental education and especially provide school-teachers with reliable sources in analyzing environmental education programs for their school classes.
A survey of middle school students and teachers in Mokpo city has been done to understand the perception of environment of students and the present situation of environmental education in middle school. Only 2 of the 14 middle schools have chosen the environmental education course as a required subject. The majority of middle-school students in Mokpo city have learned the environmental education as a subordinate course included in the other subjects such as science, social science or technology. The environmental education in school has been done mostly through non-subject activities such as club activity, group work etc. The survey shows that almost all students think the environmental pollution is serious problem(83% of respondents) and they are especially interested in separate garbage collection(72%) and environmental conservation activity(63.9%) to protect the environment. The concerns about the environmental problems of students(57.7%) has increased after environmental education regardless educational methods or subjects. The students and teachers think that environmental education in school has not been carried out enough and almost all of them(68.4% of students, 97.5% of teachers) agree that the environmental education should be done as an independent subject. In order to more practical and effective environmental education, many opportunities to experience environmental conservation activities should be given during the environmental education course and the environmental education should be separated from other subjects to be taught independently. Moreover, it might be necessary to increase proportion of teachers in environmental disciplines and to develop various teaching methods.
The purpose of this study is to develop an in-service teacher training program for professional development in environmental education. In order to achieve the goal, the in- service teacher training program for professional development in environmental education development / implement team is formed to deal with the development and the implementation of the program. The team is composed of environmental education professionals and environmental education teachers. After the development of the program, 20 teachers were selected to implement the program. Then, through various researches such as interview, monitoring, and survey, the evaluation of the program was done. After the evaluation, the feedback on the program was collected in order to apply the final adjustments and changes to the developed training program for professional development in environmental education. The training program is designed to include the wide range of theories and real life cases. It focuses on certain topic, and is implemented through workshop type training method to increase the participation rate. The major motive of the participants was to develop their professionality in environmental education. Based on the analysis of the training program and the workshop, 69.1% of the program is focused on the environmental education/learning theory, and 71.4% is focused on the environmental education teaching method. The environmental education teaching method is focused on the real life teaching method that could be used in many schools. However, the parts on environmental education philosophy, psychology, and evaluation was not included as a part of the program. Also, the evaluation method of the students learning the environmental education was not introduced as a part of the program as well. It is due to the limited time frame of the training program, as well as its focus on the training method of environmental program. Based on the analysis of the evaluation results obtained through monitoring, the training program for professional development in environmental education is successful in terms of focusing the goal of the program around the environmental education/learning theory and environmental education teaching method, which was the motive of the participants. However, the effectiveness of the program differed from participants to participants based on their majors in environmental education, and it did not last long enough. The future training program for professional development in environmental education should consider the backgrounds of the program participants to have various programs prepared for various groups of people. We suggest that the results of this developed program will be applied to "environmental education teacher licence training" in the future.
The purpose of this study is to understand how the unit objectives and contents associated with environment are reflected on the 6 kinds of chemistry- I textbooks in the 7th curriculum and to present how to deal with the environmental education in chemistry- I. The results of this study are as follows. First, units associated with environment account for an average of 43.7% on chemistry- I in 7th curriculum. Second, contents of units related to environmental education on chemistry- I in 7th curriculum are environmental pollution(17.8%), environmental preservation and environmental pollution prevention(15.9%), environmental hygiene(12.2%), and any other things, Environmental pollution takes up a considerable part of environmental education. Third, the results for analyzing the objectives of chemistry- I in 7th curriculum show that Information Knowledge Awareness(34.0%) and Skill (29.9%) take up most parts. Fourth, Orientation (I) as analysis standard for objective of the units related to environmental education accounts for 10.2% of the total. It is clear that environmental education is carried out from STS point of view. In conclusion, environmental education in Chemistry- I focuses on fostering students' ability to apply the fundamental notion of chemistry to real life associated with environments. Therefore, it is necessary that environmental education in Chemistry- I should include value, attitude and participation and that improve students' ability to approach the environmental problem comprehensively.
The purpose of this study was to examine the effect of Earth System Education using multimedia on the elementary school students' environmental sensitivity and pro-environmental behavior. To verify this research problem, the subject of this study was fifth-grade students selected from two classes of M elementary school located in Busan city. For three months, the experimental group of 25 students was taught using multimedia. The comparison group also of 26 students was taught in normal classes which used a text-book. All students were given pre and post test to verify the effects of Earth System Education using multimedia on elementary school student's environmental sensitivity and pro-environmental behavior. The results from this study are as the following. First, Earth System Education using multimedia were effective on elementary school student's environmental sensitivity. Second, Earth System Education using multimedia were effective on elementary school student's pro-environmental behavior. Third, All most all experimental students were satisfied with Earth System Education using multimedia. In conclusion, Earth System Education using multimedia showed very positive effects on improvement of elementary school students' environmental sensitivity and pro-environmental behavior.
The purpose of this study was to investigate the correlation and the influence of the environmental education and the environmental awareness on environmental awareness behavior of consumer. the finding were as follows; The environmental awareness behavior of consumer had significant difference according to degree of education and house pattern but had no significant difference according to state of job. The environmental education had significant difference all type in environmental awareness behavior of consumer but the environmental awareness had significant difference except II(behavior of purchase in green product), The correlation among the environmental education the environmental awareness and the environmental awareness behavior of consumer was very high but the environmental education and type II in the environmental awareness behavior of consumer was very. low The environmental education and the environmental awareness had direct and indirect influence on the envir nmental awareness behavior of consumer expect type II.
The purpose of the study was to develop an environmental cyber inservice education program for middle school teacher. The blended environmental cyber inservice education program was developed, through reviewing literatures, analyzing domestic and foreign's environmental inservice education programs and e-Learning contents, and experts conference. And, Pragram validity was evaluated by environmental education experts. Program development stage was confirmed five stage: (1) foundational analysis, (2) planning, (3) design, (4) production, and (5) evaluation. The developed contents for middle school teachers were consisted of 3 domains: (1) Foundation of Environmental Education, (2) Understanding about Environment, (3) Strategy for School Environmental Education. The contents of each sessions were selected considering synthetically objectives, themes and components of environmental education and structured of 62 hours Course totally. Developed program evaluated by 8 environmental education experts according to 10 evaluation item of total contents and contents development structure. In result, it evaluated comparatively high score. Based on the results, some recommendations were suggested.
Recently, the interest in artificial environment made by mankind as well as natural environment has been increased. This interest in the environment began to be reflected in the physical education, which environmental problems affect modern people's living quality as a crucial factor affecting directly or indirectly our life. Furthermore, since we entered the era of mass sports the physical education subject has dealt with destruction of natural environment by constructing golf courses, ski slopes, etc., destruction of ecosystem by water sports, mountaineering sports, aero sports, etc., and noise pollution near the sport facilities. Therefore, the purpose of this paper is to examine the means to reinforce environmental education in many ways in the physical education concerning environmental problems. For this purpose this paper analyzed the contents of the 7th curriculum for physical education which can be thought to be teaching materials for environmental education, and described the contents in detail. Also, this paper established the orientation and goals of environmental education in the physical education subject and examined some important teaching and learning methods. In addition, this paper suggested some considerations concerning environmental education and a textbook model for the development of physical education textbooks connecting with the 7th curriculum for physical education, which is to suggest a means to connect physical education with environmental education smoothly. The physical education has an attribute that its activities like swimming, climbing mountains, and camping are performed outdoor. The physical activities in the physical education are, of course, performed in the environment, so we had better implement the environmental education including such physical activities at the same time with physical education. Also, there should be efforts so that the education through environment, the education about environment, and the education in the environment can be implemented along with the physical education.
The ultimate goal of environmental education can be said to change students' consciousness and attitude of environment. From this point of view, this study has examined the definition of environment, the necessity of environmental education, the basic principles of environmental education, and significance of teachers in environmental education by surveying previous studies as theoretical background. Then, we have investigated teachers' consciousness and opinion about the real state and problems of present environmental education in schools. The result of this study is as follows. First, though most teachers are conscious of the importance of environmental education in school, they actually cannot practice it because of various preventing factors. Second, for the improvement of teacher's quality, we need studies and trainings on environmental education, Third, as we lack materials and programs necessary for the lectures on environmental education, it is impending to develop and provide it. Fourth, the content and goal of environmental education should be reconstituted and systematized so that they may conform to the viewpoint of students.
To promote environmental education of elementary and secondary school in Seoul for a sustainable development, researchers investigated and analysed the current situation of formal and non-formal environmental education in Seoul as well as their major problems. Based on these current situation and problems, the way to improve the environmental education of elementary and secondary school in Seoul was described. The final section deals with specific recommendations to accomplish the improvement of environmental education of elementary and secondary school in Seoul for a sustainable development as follows: 1) Integration of formal and non-formal environmental education system, 2) Establishment and operation of a regional environmental education center for community, 3) International cooperation, and 4) To provide high quality environmental education programs.
본 웹사이트에 게시된 이메일 주소가 전자우편 수집 프로그램이나
그 밖의 기술적 장치를 이용하여 무단으로 수집되는 것을 거부하며,
이를 위반시 정보통신망법에 의해 형사 처벌됨을 유념하시기 바랍니다.
[게시일 2004년 10월 1일]
이용약관
제 1 장 총칙
제 1 조 (목적)
이 이용약관은 KoreaScience 홈페이지(이하 “당 사이트”)에서 제공하는 인터넷 서비스(이하 '서비스')의 가입조건 및 이용에 관한 제반 사항과 기타 필요한 사항을 구체적으로 규정함을 목적으로 합니다.
제 2 조 (용어의 정의)
① "이용자"라 함은 당 사이트에 접속하여 이 약관에 따라 당 사이트가 제공하는 서비스를 받는 회원 및 비회원을
말합니다.
② "회원"이라 함은 서비스를 이용하기 위하여 당 사이트에 개인정보를 제공하여 아이디(ID)와 비밀번호를 부여
받은 자를 말합니다.
③ "회원 아이디(ID)"라 함은 회원의 식별 및 서비스 이용을 위하여 자신이 선정한 문자 및 숫자의 조합을
말합니다.
④ "비밀번호(패스워드)"라 함은 회원이 자신의 비밀보호를 위하여 선정한 문자 및 숫자의 조합을 말합니다.
제 3 조 (이용약관의 효력 및 변경)
① 이 약관은 당 사이트에 게시하거나 기타의 방법으로 회원에게 공지함으로써 효력이 발생합니다.
② 당 사이트는 이 약관을 개정할 경우에 적용일자 및 개정사유를 명시하여 현행 약관과 함께 당 사이트의
초기화면에 그 적용일자 7일 이전부터 적용일자 전일까지 공지합니다. 다만, 회원에게 불리하게 약관내용을
변경하는 경우에는 최소한 30일 이상의 사전 유예기간을 두고 공지합니다. 이 경우 당 사이트는 개정 전
내용과 개정 후 내용을 명확하게 비교하여 이용자가 알기 쉽도록 표시합니다.
제 4 조(약관 외 준칙)
① 이 약관은 당 사이트가 제공하는 서비스에 관한 이용안내와 함께 적용됩니다.
② 이 약관에 명시되지 아니한 사항은 관계법령의 규정이 적용됩니다.
제 2 장 이용계약의 체결
제 5 조 (이용계약의 성립 등)
① 이용계약은 이용고객이 당 사이트가 정한 약관에 「동의합니다」를 선택하고, 당 사이트가 정한
온라인신청양식을 작성하여 서비스 이용을 신청한 후, 당 사이트가 이를 승낙함으로써 성립합니다.
② 제1항의 승낙은 당 사이트가 제공하는 과학기술정보검색, 맞춤정보, 서지정보 등 다른 서비스의 이용승낙을
포함합니다.
제 6 조 (회원가입)
서비스를 이용하고자 하는 고객은 당 사이트에서 정한 회원가입양식에 개인정보를 기재하여 가입을 하여야 합니다.
제 7 조 (개인정보의 보호 및 사용)
당 사이트는 관계법령이 정하는 바에 따라 회원 등록정보를 포함한 회원의 개인정보를 보호하기 위해 노력합니다. 회원 개인정보의 보호 및 사용에 대해서는 관련법령 및 당 사이트의 개인정보 보호정책이 적용됩니다.
제 8 조 (이용 신청의 승낙과 제한)
① 당 사이트는 제6조의 규정에 의한 이용신청고객에 대하여 서비스 이용을 승낙합니다.
② 당 사이트는 아래사항에 해당하는 경우에 대해서 승낙하지 아니 합니다.
- 이용계약 신청서의 내용을 허위로 기재한 경우
- 기타 규정한 제반사항을 위반하며 신청하는 경우
제 9 조 (회원 ID 부여 및 변경 등)
① 당 사이트는 이용고객에 대하여 약관에 정하는 바에 따라 자신이 선정한 회원 ID를 부여합니다.
② 회원 ID는 원칙적으로 변경이 불가하며 부득이한 사유로 인하여 변경 하고자 하는 경우에는 해당 ID를
해지하고 재가입해야 합니다.
③ 기타 회원 개인정보 관리 및 변경 등에 관한 사항은 서비스별 안내에 정하는 바에 의합니다.
제 3 장 계약 당사자의 의무
제 10 조 (KISTI의 의무)
① 당 사이트는 이용고객이 희망한 서비스 제공 개시일에 특별한 사정이 없는 한 서비스를 이용할 수 있도록
하여야 합니다.
② 당 사이트는 개인정보 보호를 위해 보안시스템을 구축하며 개인정보 보호정책을 공시하고 준수합니다.
③ 당 사이트는 회원으로부터 제기되는 의견이나 불만이 정당하다고 객관적으로 인정될 경우에는 적절한 절차를
거쳐 즉시 처리하여야 합니다. 다만, 즉시 처리가 곤란한 경우는 회원에게 그 사유와 처리일정을 통보하여야
합니다.
제 11 조 (회원의 의무)
① 이용자는 회원가입 신청 또는 회원정보 변경 시 실명으로 모든 사항을 사실에 근거하여 작성하여야 하며,
허위 또는 타인의 정보를 등록할 경우 일체의 권리를 주장할 수 없습니다.
② 당 사이트가 관계법령 및 개인정보 보호정책에 의거하여 그 책임을 지는 경우를 제외하고 회원에게 부여된
ID의 비밀번호 관리소홀, 부정사용에 의하여 발생하는 모든 결과에 대한 책임은 회원에게 있습니다.
③ 회원은 당 사이트 및 제 3자의 지적 재산권을 침해해서는 안 됩니다.
제 4 장 서비스의 이용
제 12 조 (서비스 이용 시간)
① 서비스 이용은 당 사이트의 업무상 또는 기술상 특별한 지장이 없는 한 연중무휴, 1일 24시간 운영을
원칙으로 합니다. 단, 당 사이트는 시스템 정기점검, 증설 및 교체를 위해 당 사이트가 정한 날이나 시간에
서비스를 일시 중단할 수 있으며, 예정되어 있는 작업으로 인한 서비스 일시중단은 당 사이트 홈페이지를
통해 사전에 공지합니다.
② 당 사이트는 서비스를 특정범위로 분할하여 각 범위별로 이용가능시간을 별도로 지정할 수 있습니다. 다만
이 경우 그 내용을 공지합니다.
제 13 조 (홈페이지 저작권)
① NDSL에서 제공하는 모든 저작물의 저작권은 원저작자에게 있으며, KISTI는 복제/배포/전송권을 확보하고
있습니다.
② NDSL에서 제공하는 콘텐츠를 상업적 및 기타 영리목적으로 복제/배포/전송할 경우 사전에 KISTI의 허락을
받아야 합니다.
③ NDSL에서 제공하는 콘텐츠를 보도, 비평, 교육, 연구 등을 위하여 정당한 범위 안에서 공정한 관행에
합치되게 인용할 수 있습니다.
④ NDSL에서 제공하는 콘텐츠를 무단 복제, 전송, 배포 기타 저작권법에 위반되는 방법으로 이용할 경우
저작권법 제136조에 따라 5년 이하의 징역 또는 5천만 원 이하의 벌금에 처해질 수 있습니다.
제 14 조 (유료서비스)
① 당 사이트 및 협력기관이 정한 유료서비스(원문복사 등)는 별도로 정해진 바에 따르며, 변경사항은 시행 전에
당 사이트 홈페이지를 통하여 회원에게 공지합니다.
② 유료서비스를 이용하려는 회원은 정해진 요금체계에 따라 요금을 납부해야 합니다.
제 5 장 계약 해지 및 이용 제한
제 15 조 (계약 해지)
회원이 이용계약을 해지하고자 하는 때에는 [가입해지] 메뉴를 이용해 직접 해지해야 합니다.
제 16 조 (서비스 이용제한)
① 당 사이트는 회원이 서비스 이용내용에 있어서 본 약관 제 11조 내용을 위반하거나, 다음 각 호에 해당하는
경우 서비스 이용을 제한할 수 있습니다.
- 2년 이상 서비스를 이용한 적이 없는 경우
- 기타 정상적인 서비스 운영에 방해가 될 경우
② 상기 이용제한 규정에 따라 서비스를 이용하는 회원에게 서비스 이용에 대하여 별도 공지 없이 서비스 이용의
일시정지, 이용계약 해지 할 수 있습니다.
제 17 조 (전자우편주소 수집 금지)
회원은 전자우편주소 추출기 등을 이용하여 전자우편주소를 수집 또는 제3자에게 제공할 수 없습니다.
제 6 장 손해배상 및 기타사항
제 18 조 (손해배상)
당 사이트는 무료로 제공되는 서비스와 관련하여 회원에게 어떠한 손해가 발생하더라도 당 사이트가 고의 또는 과실로 인한 손해발생을 제외하고는 이에 대하여 책임을 부담하지 아니합니다.
제 19 조 (관할 법원)
서비스 이용으로 발생한 분쟁에 대해 소송이 제기되는 경우 민사 소송법상의 관할 법원에 제기합니다.
[부 칙]
1. (시행일) 이 약관은 2016년 9월 5일부터 적용되며, 종전 약관은 본 약관으로 대체되며, 개정된 약관의 적용일 이전 가입자도 개정된 약관의 적용을 받습니다.