• The Korean Journal of Community Living Science
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• v.15 no.4
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• pp.17-32
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• 2004

The proportion of the elderly in rural area(21.7％) is four times more than that of the urban area (5.4％) in Korea. With this rapid aging of the population in rural Korea there has been growing concern about the quality of life of rural elderly. Compare to urban elderly, rural elderly experience many disadvantages, especially in terms of limited offering of social/educational programs. Their social/educational needs are rarely assessed and there are few programs geared to the needs of rural elderly. In this regard, this study aims (1) to identify education and activity program needs of the rural elderly related to three dimensions: Family life, Farming life, and Community activities and (2) to develop education and activity programs for the rural elderly based on the needs assessment. For this purpose, data are gathered from 413 rural elderly and 110 community welfare specialists, using a structured questionaire. The statistical methods used for data analysis are descriptive statistics, cross tables with SPSS wins 10.0 program. The major findings of this study are as follows: Majority(94.1％) of the rural elderly wants to participate in diverse social/educational programs. They want to have programs dealing with 'relationship enhancement with children', 'nutrition', 'health and care', 'farming skill', 'gardening', 'volunteering', etc. Based on these results, we develop eight types of education program and four types of activity program, according to the priority of their needs in each dimension. There are four sessions of Family life program, and four sessions of Community activities program. The effect of these programs will be evaluated by taking pretest and protest in local basis.

• Journal of the Korea Convergence Society
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• v.8 no.7
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• pp.273-282
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• 2017

This empirical study is to verify the moderating effects of environmental education on pro-environmental consumers. For this purpose, we used Value-Attitude-Behaviro Model(VAB). In addition, as an environmental education method, the environmental education method using 7 environmental movies by the multimedia with excellent learning effect in order to increase the interest and educational commitment of the learners was utilized. A total of 116 subjects were divided into experimental group and control group, and the experiment was designed based on Pretest-Posttest Control Group Design to grasp the effect of environmental education after conducting environmental education to the experiment group. The results of the analysis showed that environmental education had no effect on environmental values but it had a positive effect on improving the attitude and the pro-environmental behavior. This study proved that the sustainable environmental education could form pro-environmental behavior, even though the environmental sense of values had not been formed in adolescence, and furthermore, the earlier researches had been mainly focused on the effect of the environmental education for the adolescent.

• Educational Technology International
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• v.15 no.2
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• pp.143-170
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• 2014

As it was argued that students' cognitive engagement can be, at least in part, modified by individual or learning environmental factors, prior studies have attempted to identify the factors explaining the variability of students' cognitive engagement. This literature review has shown that students' cognitive engagement can be altered by various elements in the learning environment design such as factors related students' perceptions of teaching quality, characteristics of tasks and learning activities, teachers' behaviors during instruction, classroom goal structures, the integration of student oriented learning, action learning, problem-based learning, and constructivist learning, and academic disciplines. Based on the review, this study suggests that more studies are required to focus on understandings how the integration of instructional design principles into courses and the levels of student cognitive engagement in these courses are related. Also, an investigation of direct and indirect effect of learning environments taking into account students' personal factors would provide a more accurate picture of the relationship between learning environmental factors and students' cognitive engagement.

• Hwankyungkyoyuk
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• v.18 no.2 s.27
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• pp.1-13
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• 2005

The purpose of this study was to investigate the environmental awareness and attitude of elementary school teachers. For this study, 100 elementary school teachers from H graduate school of education were sampled. The results of this study were summarized as follows. First, the biggest concern of environmental problems were water-pollution and garbage problems by the lack of understanding about the environment and injudicious development. Second, most teachers recognized the need for environmental education and they answered that they were doing best to teach students with the main purpose of helping them develop values of environmental preservation. Third, most environmental education was carried out during class using current events and the emphasis on garbage separation and recycling. They also showed the lack of teaching materials and field trips for environmental education. Fourth, it appeared to come from media-oriented environmental education. Most teachers mainly used newspapers and visual materials. 1'hey were obtaining knowledge and information related to environmental education through the media. Since in-service teachers' conceptions could directly effect present education, it is necessary to establish a more systematic educational system for environmental education, for in-service elementary school teachers.

• The Journal of Information Systems
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• v.13 no.1
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• pp.21-38
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• 2004

Along with the advance of Information technology and the introduction of the information era, cyber education through the internet has been activated in universities and private educational organization. However, most cyber education is not being practically applied in government employ. This study looks at the influential factors of cyber education in order to create a cyberspace where the public official can obtain information at a place and time convenient to them. This will provide a chance to activate cyber education effectively. The hypothesis was approved through multiple regression analysis was executed in order to explain and predict the relationship between influential factors and cyber education effects. The results of the study show the influential factors of education effect as follows: - the instruction design and contents factors such as interesting educational contents, interaction between leamers and teacher, and positive instruction, all had an important influence. - the learner factors, such as a desire to leam, motivation, and interest in the lesson, also had a significant influence. - the environmental factors such as systematical basis and support, atmosphere, and consideration of others had a large effect on the education effect.

• Hwankyungkyoyuk
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• v.20 no.4
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• pp.166-179
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• 2007

The purpose of this study is to find a concrete plan by examining effect of environmental education program on Environment-friendly Attitudes in sixth grade elementary school and to testify the educational values of environmental education program. The study was carried out by 32 students, which was experimental group and by 32 students, control group, in the sixth grade of Y elementary school located in yangjung, Busan city. Both group was found out the same quality group through the pre-test. Environmental class using environmental education program was applied to experimental group and traditional lecture class was applied to control group. After executing post-test to each group, comparative analysis was conducted by t-test using a SPSS 12.0 program. The result of post-test showed that experimental group taken environmental class using environmental education program was more statistically meaningful than control group taken traditional lecture class in the cognitive, emotional, behavioral area. As a result, in sixth grade elementary school environmental class using a environmental education program was more effective in knowledge-acquirement about the overall environ mental programs, and in fostering Environment-friendly Attitudes and behaviors than traditional lecture class. The teacher must develop efficient environment education program in such side.

• Journal of Environmental Science International
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• v.26 no.5
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• pp.661-674
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• 2017

This study used questionnaires to investigate how pre-service elementary teachers understand ocean acidification. As a result of gender, female teachers were more aware of ocean acidification than male teachers, but male teachers had a higher average rate of correct answers, with a lower standard deviation. Teachers from the natural sciences knew more about ocean acidification than did teachers the liberal arts. Teachers ranked environmental crisis in order of most dangerous to least dangerous as follow: global warming and the greenhouse effect, ozone depletion, ocean acidification, and acid rain. About 46.7% of teachers learn about ocean acidification through education, followed by broadcasts, school lectures and the internet. The educational materials most desired for teachers were videos related to ocean acidification. Pre-service elementary teachers have two broad perspectives on ocean acidification. Firstly, they refer to economic loss and food shortages, and secondly, they note that there is a need for improved awareness and publicity about ocean acidification. The role of elementary school teachers is important because their awareness of environmental issues has a considerable effect on teachers perception of the environment. Revitalizing education on ocean acidification and government support are necessary to effectively communicate the seriousness of ocean acidification. Lastly, we need to study ocean acidification in detail so as to be able to persevere toward protecting our ocean ecosystem.

• Hwankyungkyoyuk
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• v.19 no.3
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• pp.40-56
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• 2006

The purpose of this study is to enhance elementary students' awareness of environment-friendly life and help them to prepare for a better life in the future. To achieve this purpose we examined the effect typical environmental experience-based learning activities, which were based on the local circumstances with high environmental-educational potential, have on the attitudes toward environment-friendly life. This study was carried out on the basis of typical environmental experience-based learning in the small class size. The research group used was composed of one sixth grade elementary school class called Sangroksu, whose total students were 9. The research period lasted from March 2005 to February 2006. To analyze the result of this study, two research methods were applied simultaneously : quantitative research methods and qualitative research methods. Especially statistical analysis in quantitative research methods by self-administrated questionnaire was done with SAS program. Qualitative research methods were analyzed in a cyclic pattern, including the processes of domain analysis, classification analysis, and factor analysis which continued to be associated with data-collecting methods. This research shows the following results. First of all, students have shown meaningful differences after typical environmental experience-based learning activities.(p<.05). Followings are fields of the differences - students‘ interest on the subject, their understanding levels of necessity for basic environmental facilities around us as well as for the kinds of environmental experience-based learning, awareness levels of various environmental problems, consciousness on environment conservation, and the practicing ability of environment - friendly lifestyles. Secondly, We have discovered improvements in the following fields after this study - the knowledge and understanding levels on our environment and human relationships, students' fundamental abilities to work out environmental problems, right ideas and appropriate attitudes on environment protection, the practicing ability of environment-friendly life styles, and their parents' understanding levels on the education related to environment. In conclusion, typical environmental experience-based learning activities have a positive effect on the improvement of elementary school students' environment-friendly life styles.

• Korean Journal of Child Studies
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• v.6 no.2
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• pp.1-20
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• 1985

The relationship between home environment variables for infants and toddlers and the nature of primary caregivers were examined in the present study. The purpose of the study was to explore the possibility of home stimulation deprivation when infants were not cared by their own mothers. Primary caregivers were classified into mothers, blood related adults, and unrelated adults. The home environment was assessed with the Korean version of HOME (Home Observation for Measurement of the Environment) by means of interview and observation. The subjects of this study were 126 infants aged 3 to 36 months and their primary caregiver, adults who provided more than 8 hours day-time care for infants at home. The results were as follows : 1) The primary caregiver had an effect on the infants' home environmental stimulation. That is, the group of mothers as primary caregivers had the highest HOME scores, the second highest were blood related adults, and the unrelated adults were the last. 2) There were no sex differences in HOME scores. 3) There were significant relationships between the educational level of the caregiver and HOME. That is, the higher educational levels showed higher HOME scores.

• Journal of Families and Better Life
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• v.32 no.4
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• pp.23-39
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• 2014

The purpose of this study is to examine if there is any difference due to the general characteristics of middle school students who are beneficiaries of educational welfare services and a special quality of use about educational welfare services. Additionally, the examination has been performed to understand the relationship that exists between the satisfaction about educational welfare services, and adaptation to school life and self-respect of middle school students who are beneficiaries of educational welfare services. The results of the study showed meaningful higher scores by male students than female students only in the environmental adaptation area among lower areas in school life adaptation due to sex. Due to school year, third-year students showed meaningful high scores in school life adaptation. The satisfaction about programs in each area of educational welfare services of middle school students who are beneficiaries of educational welfare services showed a meaningful static relationship with school life adaptation. The inspection of the relationship between satisfaction about educational welfare services and 5 lower areas of school life adaptation showed statistically meaningful results in the order of adaptation to the teacher, adaptation to the environment and adaptation to the class, which are lower areas. The examination on the relationship between self-respect and adaptation to school life showed that self-respect has a static relationship with all lower areas of school life and overall school life adaptation. However, no meaningful relationship was shown between the satisfaction about educational welfare services and self-respect. Also, it was found that the factors of grade, self-respect, the number of service utilization have an effect on school life adaptation. This study has some limitations. But in this study, which is different from other studies which dealt with students who had used partial areas of educational welfare services, students who were using all 4 areas of educational welfare services were selected as subjects. In addition, this study is significant in that basic data has been offered for establishment of a policy on educational welfare services in middle schools in the future.