• Hwankyungkyoyuk
• /
• v.22 no.3
• /
• pp.31-48
• /
• 2009

The purpose of this study is to develop the elementary environmental textbook relevant to global warming based on responsibility ethics. To achieve the purpose, concrete study processes are as follows. First, the theory of responsibility ethics of Jonas was analyzed. Second, contents relevant to global warm ing on textbooks and guide books in the 7th elementary curriculum was analyzed through reference study. Third, the environmental textbook relevant to global warming for 5th and 6th grade in the elementary school was developed which was based on responsibility. The results of this study are as follows. First, responsibility ethics of Jonas has a lot of merit if it is applied to environment education. Second, according to the analysis into textbooks and guide books in the 7th elementary curriculum, the contents concerning global warming are very poor in both quantity and quality. Third, the elementary environmental textbook relevant to global warming for 5th and 6th grade students was developed. This textbook based on responsibility ethics will be expected to be efficient on the learning compared with subsidiary textbook in use.

• Journal of Environmental Science International
• /
• v.6 no.3
• /
• pp.213-218
• /
• 1997

The question style In high school enoronmental science textbook was examined in terms of the placement, frequency, and type of question, and then analyzed the kind of scientific Inquiry process elicited by the question In the topic of textbook using the Tektbook guestioning Strategy Assessment Instrument (TQSAI). The average number of question per topic was only 0.6. The number of all Question In the high school enororunental science textbook was very little : the number of non-experiential Question was 8 and that of experiential one was 3. The total number of sentence was 1,236 and the ratio of the number of Question to that of sentence was 0.9% . The frequency of non-experlential question was higher than that of experiential one. In action part of the textbook, there were more kinds of Question styles than In the matin part.

• Journal of Environmental Science International
• /
• v.6 no.2
• /
• pp.107-112
• /
• 1997

The purpose of this study was to examine the questioning styles in middle school environmentology textbook In terms of frequency, type, and placement of questions. It was also to analyse and to compare the kinds of scientific inquiry processes elicited by the questions in the topics of textbooks. The instrument was the Textbook Questing Strategies Assessment Instrument (TQSAI) developed the Cooperative Teacher Preparation Project, University of California. The average number of Questions per topic was only 1.09 and the ratio of questions to sentences was 2.5%. Most of questions were in explanatory place(75%). Nearly 90% of experienced questions types were reasoning or application. The frequencies of non-experiential question were higher than those of experiential question. In action, there were much kinds of question-styles.

• Journal of Environmental Impact Assessment
• /
• v.14 no.1
• /
• pp.1-15
• /
• 2005

This study aims to analyze the objectives of environmental education in Environmental Impact Assessment (EIA) and the Education for Sustainable Development(ESD) factors used EIA in 'ecology and environment' textbook, and finally to analyze the situation and contents level of EIA domain in textbook to explore the possibility of the positive availability of EIA domain in high school for realization of effective ESD. To analyze the objectives of environmental education in EIA and ESD factors used EIA, researchers used the text, the activity and the teaching tip in three kinds of 'ecology and environment' textbook by the 7th curricula as the object of analysis. Framework to analyze the objectives of environmental education in EIA is the category of environmental education objectives of UNESCO presented according to 'Tbilisi Intergovernmental Conference on Environmental Education' and framework to analyze ESD factors used EIA is developed on the basis of the theory about EIA and ESD factors updated in this study. In conclusion, it proves that the EIA domain through the activity is effective for realization of ESD. According to the analysis of the study, it is proposed that the follow-up studies on the improvement of EIA domain in textbook in both quality and quantity as well as 'the teaching & learning methods and various development of teaching materials, etc: based on the emphasis on the activity are needed to progress steadily for realization of effective ESD in high school in the future.

• Journal of Korean Elementary Science Education
• /
• v.33 no.3
• /
• pp.453-463
• /
• 2014

Environmental education contents in science textbooks of South Korea and the United States were compared and analyzed in order to find how to develop environmental education in elementary science education. McGraw-Hill science textbooks for third to sixth grade and science textbooks of Korea based on the 2009 Revised National Curriculum and the 2007 Revised National Curriculum were analyzed and compared. The categories were educational goals, kinds of contents, distributions of contents and tense. The result showed that the environmental education goals in science textbook of Korea and United States were biased to knowledge area. The educational contents of the United States was higher 2.5 times then Korea and distributed in all areas. In quantitative distributions in Korea were biased some special areas. Tense of educational contents were almost present. Attitudes and recognition of students varies gradually over a long period of time, the contents of environmental education will be useful "evenly distributed" for all areas and school year.

• Hwankyungkyoyuk
• /
• v.21 no.2
• /
• pp.51-67
• /
• 2008

The purpose of this study is to develop and applicate the elementary environmental textbook in order to solve its problem and to improve attitude related to the Asian dust. The results in this research are as follows. First, it was showed that three groups who composed of teachers, parents and students in the elementary school had recognized the serosities and problems caused by the Asian dust form TV, and that such problems was associated with increase of the desertification and the global warming. Especially the student group insist that the cause in Asian dust is due to the natural phenomena or industrialization. Second, as a result in analysis on the Asian dust through both textbooks on the 7th elementary curriculum and subsidiary textbooks, contents concerning Asian dusts was little or noting. In addition, in the subjects of Science, Society and Health for the 5th and 6th grade students in the elementary school, they were explained partially as one of the air pollutants. Third, the elementary environmental textbook on the Asian dust was developed for the 5th and 6th grade students. The textbook is composed of four contents on the material which is harmful of the human health and life in Asian dust, the special news of Asian dust, and the best answer to solve Asian dust as well as the cause and the source of Asian dust. Forth, as a result in classes using the environmental textbook developed by four themes about the Asian dust, its application is meaningful in the level of p value in the view of knowledge, awareness and attitude of the experiment group. They was more improved in 37%, 14%, and 15%, respectively, than the comparative group. In conclusion, the environmental textbook related to Asian dust will play an important role in useful tool to understand the right knowledge, awareness, and attitude which makes an effort on its effective management in the elementary school.

• Journal of Environmental Science International
• /
• v.15 no.9
• /
• pp.907-912
• /
• 2006

The study is conducted to analyze the questioning styles in three middle school environmental textbooks in terms of frequency, type, and placement of questions. It is also to analyse and compare the kinds of scientific processes elicited by the questions in the topics of textbook. The instrument was the Textbook Questioning Strategies Assesment Instrument (TQSAI) which was developed the Cooperative Teacher Preparation Program, University of California. The mean number of questions per topic was 4.0 and the ratio of questions to sentences was 3.8%. The numbers of empirical and non-empirical questions were 52.5% and 47.5% for textbook D, 56.6% and 43.4% for textbook J, and 92.7% and 7.3% for textbook K, respectively. The open-hearted question was the highest in all types of questions for three middle school environmental textbooks. The explanatory question was the highest in all characteristics of questions. The types of various questions were distributed throughout textbooks including the green field, debate-discussion, examination, and so on.

• Journal of Korean Elementary Science Education
• /
• v.24 no.5
• /
• pp.495-503
• /
• 2005

The purpose of this study was to analyze elementary school students' attitudes through field-experience teaming activities program for the integrated textbook on the environment issues. This study was conducted after implementing the field environmental education for fifth graders with the teaching-teaming plan applied to the field education and was based on the analysis of environment-related education for the fifth graders. A total of 64 elementary students, 32 in the experimental group and 342 in the control group, were involved in this study. The study used the instrument consisting of 36 Likert-type questions on attitudes toward environment. After going over the influences of the field environmental education program on the students, we found out the positive development in the pre-test and post-test, concerning all environmental themes, especially in the field of protection of animals, environmental pollution, and environment in general.

• Hwankyungkyoyuk
• /
• v.20 no.1
• /
• pp.28-41
• /
• 2007

Current environmental education at elementary school is demanded to be changed into 'Sustainable Development', Therefore, we should find a new program to reflect appropriateness and diversity of environmental education at elementary school for 'Sustainable Development'. The result of analysing textbooks and the realities in environmental education at elementary school is as follows, First, when we analysed the contents of the textbook in environmental education, the reflecting rate was high in 'natural environment' and 'sound consumption', compared with in 'artificial environment', 'resource and energy' and 'health and environment'. Second, we realized the necessity for 'environmental education' complementary to 'Sustainable Development'. That is because the analysis showed the lack for the activity for approaching and solving environmental problems with 'artificial environment', 'resource and energy' and 'health and environment'. Third, the analysis also showed the deficiency in the reflection of 'environmental education' contents for maintaining healthful environment through improving the quality of life. Current textbook didn't deal with very important elements of 'environmental education' - the Quality of indoor atmosphere, harmful matter, safe things to eat, noise, stench, etc. For those reasons, it is necessary to reconstruct the realm and the contents of 'environmental education' for 'Sustainable Development' appropriate to elementary school. We require a new curriculum and textbook to cover diverse' environmental education' as well.

• Hwankyungkyoyuk
• /
• v.24 no.3
• /
• pp.26-33
• /
• 2011

In this study, we discuss ways to environmental values education from sentences on environmental education textbooks. Values education is very important territory in environmental education. But school environmental education has some different idea about how to teach that. One way is to teach directly. The other way is to teach in a roundabout way. These days many researches said that roundabout way is better. The purpose of this study is to find out good ways to values education in environmental education. So we analyzed sentences on four environmental education textbooks of middle school. The analysis is limited body of textbooks. And we found immediate appropriateness expression for values education. The study results are as follows. There are 420 immediate expression in textbooks. That is 11% of whole expressions. And 6 big Units of textbooks have not difference about that expression. Most last sentences of class are immediate expressions. So authors of textbook will have mind about good values education method. One method is to use many interrogative sentences. Interrogative sentences help that student have values of themselves.