• Hwankyungkyoyuk
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• v.23 no.4
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• pp.1-14
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• 2010

The purpose of this study is to find the meaning of the good class, and based on this, situation of environmental education in high school is researched. Through those above processes, desirable direction of the environment class is suggested. For this study, we are trying to reflect the characteristics of environmental education on the general good classes, and from this, the meaning of good environment class is known. Moreover, for this study, we choose environment classes from four high schools leading by environment major teacher. From those four classes, we analyzed these things: educational situation of environment class, teachers' interviews. All of these are for analyzing environment class with the view of good environmental class. A well-formed environment class manifests the features of environment education in all aspects of teaching and learning process, including learning objectives, learning materials, procedures, and evaluations. Furthermore, it should be 'student-centered' class in which active interaction among the learners or between the instructor and the students is considered most important. Students are not the passive receiver, but rather, they actively participate in the learning process by reorganizing the knowledge as they experience and become independent learners who are actively involved in the problem-solving process. In this way, we can generate a great deal of students' interest and motivation, which in turn makes the class interesting, enjoyable, full of energy and still effective. If there is the class reflecting the factors of environmental education above good class' ways, it will be the good environment class. In the current situation of environment class, the rate of student's class participation and study activity was low. This tendency is not too different between four groups except students' support to teachers. This result means that learners' will to participate in their classes actively is not high. Moreover, about 46.3% of students did not understand some parts of new knowledge and about the parts, students' solution was 'does nothing' and the rate was also so high. Teachers tried to make their class with considering students' interest, and focusing their learner's real life. However, learners are all general education high school students, so teachers have aversion about making their students heavy activities.

• Hwankyungkyoyuk
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• v.20 no.3
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• pp.45-62
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• 2007

The purpose of this study was to analyze the status of environment-related teaching in elementary and secondary schools. A questionnaire survey was conducted for the study. Items in the questionnaire were developed based on the theory of environmental education and integrated education. The questionnaire was responded to 501 elementary school teachers, 273 middle school teachers, and 210 high school teachers in the city of Seoul and Kyunggi Province. The survey analysis revealed that elementary and secondary school teachers recognized 'environmental action skills' as the most important objective for school environmental education. Contrary to the teachers' expectations, it was found that there is insufficient teaching and learning materials for teaching in the domain of 'environmental action skills' and they could not confidently teach the skills in environment-related classes. For professional development of teachers in integrated environmental education, pre- and in-service programs will be developed systematically in a workshop to give teachers an opportunity to analyze teaching materials, design instruction plan, perform class trial, and evaluate the class situation for feedback. The results of this study can serve as a basic reference for improvement of environment-related subject education.

• Hwankyungkyoyuk
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• v.20 no.1
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• pp.118-130
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• 2007

This article investigated the effects of students' knowledge, beliefs, and attitudes about environment on environmental issue-based environmental problem solving in secondary school students. This article also investigated whether these factors are related to the environmental problem solving. Therefore, we first developed the test instruments to measure secondary school students' environmental knowledge, environmental beliefs, and environmental attitudes. Then, we developed the environmental issue-based teaching materials for secondary school students. The subjects participated in a environmental issue-based approach that consist of 3 lesson over an three weeks period. The results of this study presents that environmental knowledge and environmental beliefs are effective for the environmental problem solving in middle school environment class. First, secondary school students knew well ecological knowledge about environmental problem, and was entertaining most ecological beliefs. Second, secondary school students were having attitude which is most pro-environmental behaviors. Third, secondary school students are referring necessity of development partially about environment point at issue of country level. But, they were retaining situation of preservation about environment point at issue of area level. It's not easy to generalize these results because of many different variables, but the results suggests that teachers should make an effort to improve student's environmental problem solving ability applying environmental issue-based learning. And it's necessary to develop many kinds of environmental issues and teacher's instruction method to enrich problem solving ability in the process of environmental issue-based learning.

• Journal of Environmental Science International
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• v.20 no.12
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• pp.1625-1634
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• 2011

The aim of this study is to clarify what influence has on elementary school children's environmental awareness in time of teaching environmental problems from an animistic viewpoint and from non-animistic viewpoint. For this purpose, this study carried out its research targeting 126 students in fourth grade at M elementary school located in U Metropolitan City. This study suggested the environmental problems by re-edifying the already suggested environmental problems from an animistic viewpoint to 62 students for two classes which were classified as an experimental group after sampling 10 cases of the representative environmental problems that might derive from the earth system, and conducted the class on 10 main topics relevant to the problematic situation of environment with an animistic viewpoint excluded targeting the remaining 64 students forming a comparison group. The results of this study were as follows: First, there appeared an ex-ante ex-post statistically significant difference in the awareness of environmental problems from the experimental group which received an environmental class from an animistic viewpoint. However, there didn't appear a statistically significant difference from the comparison group. This study interprets this result to mean that elementary students' awareness of environmental problems increase because they think about the environmental problems by associating them with a problem of life when the students receive the environmental class from an animistic viewpoint. Second, there appeared an ex-ante ex-post statistically significant difference in the awareness of environmental problems from the experimental group which received an environmental class from an animistic viewpoint. However, there didn't appear a statistically significant difference from the comparison group. Regarding this aspect, this study believes that the experimental group shows much higher willingness to environmental act in comparison with the comparison group because elementary school students think of inanimate objects as living things.

• Hwankyungkyoyuk
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• v.20 no.1
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• pp.19-27
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• 2007

This study was intended to answer the question, 'What kinds of effects will be aroused by experiential learning for environment based on living area?'. Experiential learning for environment was operated to 17 elementary school students in 4th grade in Kyeong-san city. The results were drawn analyzing the mind map for the changes of environmental consciousness before and after learning, and they are as below. First, it had an effect to change the meaning association of the relationship between 'river and me'. Meaning association was 'river-a thing' before experiential learning, but it was developed as 'river-a thing-me' after learning. This means that students expanded understanding of the world that they were belonging and self-spatialization was promoted. The expansion of meaning association would be a start point and a method to promote their segmentation for each student. Second, students could self-directly modify misconception and preconception after experiential learning. It showed that students could find meanings in the world that they were belonging by experiential learning for environment, and misconception obtained by concept learning without actual situation could be revised through the truth recognition in meanings, and student could see what things displayed. Therefore preconception would be corrected. Of course, everything would not be completed by just one time of experiential learning, and consistent experience learning should be operated. Third, experiential learning promoted the change of sensitivity. Students had shallow sensitivity, which appeared in the relation with things, since having learned only inside of class without a direct observation. However their sensitivity could be increased by experiencing specific things. Fourth, there was the change of classification recognition. Students found properties of things with a direct observation. It raised their ability to classify things, and to understand an individual thing in 'a class'.

• Journal of the Korean Institute of Educational Facilities
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• v.25 no.2
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• pp.3-9
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• 2018

This study is designed to measure the indoor environment and research on the environmental situation in the lecture room where the lecture is conducted during the winter time in order to understand the level of environment in the lecture room and then suggest the method of improving the environment in the lecture room in the future. The findings are as follows. First, the number of ventilation measured at Lecture Room 1 was 1.2 times/hour while that at Lecture Room 2 was 2.2 times/hour. Second, the lighting at Lecture Room 1 and 2 was 650~700 lux while the noise at Lecture Room 1 and 2 was not more than 60dB. Third, Group 1 and Group 2 felt in the same way that the air quality in the lecture room was not good when the air quality was measured in 30 minutes after the start of lecture. Fourth, both Group 1 and Group 2 showed the lowered concentration on the class in 30 minutes after the start of the class when the room was heated. But Group 1 got less drop in the concentration when they was put in the non-heated room. Fifth, As for the change in the carbon dioxide volume during lecture, the carbon dioxide volume in the room where the windows was closed rose 1,000~1,400ppm from that at the time of start, thus showing that the indoor air quality got worsened. In addition, it is hard to control the indoor temperature due to the heating and non-heating. Accordingly, it is necessary to get the heating system which can make the ventilation in order to keep the environmental level in the lecture room to a certain level and keep the proper indoor temperature.

• The Journal of Sustainable Design and Educational Environment Research
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• v.13 no.3
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• pp.15-22
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• 2014

Proceeded with a research with basic data about the qualification standard improvement scheme about the environment school architecture in which a comparison analyze the specialized field of BREEAM system of LEED of the hit environment building qualification standard G-SEED of the domestic and U.S Green Building Counci evaluated with the certification system of the world top class and Building Research Establish, essential item, and mark distribution and weight in this study at this and which I hit with a domestic afterward. The school facility with a hub among the equipment receiving the hit environmental qualification standard, and the range of this research does LEED of the domestic green building certification system February is revised in 2013 G-SEED and which US and BREEAM in UK with a range. The way of the research checked the environment school building certification system and situation hit home and abroad, and a comparison analyze the division of the specialized field of each country qualification standard, essential item, and mark distribution and weight.

• Journal of the Korean Society for Marine Environment & Energy
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• v.3 no.1
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• pp.52-61
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• 2000

The field surveys and the seawater analyses were conducted over the southern waters of Cheju island every month from July 1997 to June 1988. The distributions of dissolved inorganic nitrogen(DIN), dissolved inorganic phosphorus(DIP), chemical oxygen demand(COD) and dissolved oxygen(DO) in the southern water area of Cheju island were simulated and reproduced by an ecosystem model. In order to estimate the environmental capacity of the southern coastal area of Cheju island, the simulations for predicting the situation of unfavorable environment in which marine water quality might not be satisfied with Korean standards were performed with an ecosystem model by controlling quantitatively the pollution loads of discharge sources including streams flowing into the sea. The more the loads of 4 major pollution sources flowing into model region increase, the more evident appear the increases of COD, DIN and DIP concentrations around the water areas adjacent to pollution sources. In case the pollution loads of all 4 discharge sources including streams become 3 times as high as the present loads, the concentration of DIN at near-shore waters appears to be increased to about 14.5mmol/m³(=0.20mg/ℓ) which is the third class criterion of Korean standards for marine water quality. In case of 10 times as high as the present loads, COD at near-shore waters appears to be increased to about 1.0mg/ℓ which is the first class criterion of Korean standards. In case of 20 times as high as the present loads, DIP at near-shore waters appears to be increased to about 0.50mmol/m³(=0.015mg/ℓ) which is the second class criterion of Korean standards.

• The Journal of Korean Philosophical History
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• no.31
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• pp.113-141
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• 2011

Everyone knows the importance of environmental education, which is essentially required especially today. In particular, the education could influence greatly students who have to get in their class and they might build their own thought on the basic concept regarding environment and ecosystem through their elementary school period. But the current elementary education has not the independent subject of 'environment' but only refers to other courses some dealing with it, leading to the highly possible failure of achieving comprehensive and concrete approaches toward environmental education. In that sense, it will be meaningful that based on existing academic discussions and approaches about various environmental issues facing our society, we seek desirable directions for environmental education at primary school for sustainable development that is needed in this era and its possible applications. The concept of sustainable development that puts an importance on the harmony between the development of environment and its preservation should be rather the one which helps to satisfy desires of the future and now generation together and also emphasizes that environmental protection should be primarily considered even in the situation in which economic development could be seen necessary. Therefore, the key to environmental education for sustainable development lies in building the attitude respecting 'life and nature' and such value will be accomplished through education.

• Journal of Science Education
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• v.46 no.1
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• pp.40-52
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• 2022

Daily science classes, which have been continued as part of the spread of participatory science culture, has taken the lead in popularizing science as an effective out-of-school experiential and research activity. However, due to the recent COVID-19 situation, daily science classes have also become an environment in which there is no choice but to switch to non-face-to-face or to combine face-to-face and non-face-to-face education. Therefore, in this study, we examine how elementary school students participating in the non-face-to-face daily science class program change their usual fields of interest, perception of science and technology, interest about science, and scientific competency. In addition, the educational effectiveness of the non-face-to-face daily science class improved by comparing the differences in perceptions of students and parents, and future operation plans were sought. As a result of the study, after participating in the non-face-to-face daily science class program, students' interest in science and technology development, future technology, environmental pollution, and social media increased, and their interest in games decreased. Also, students' interest in science and technology activities, interest in science, and scientific competency also increased. This shows that non-face-to-face daily science class education is effective. Therefore, it was suggested that it is necessary to diversify the learning topics and content levels of the daily science class program, to expand the opportunities of non-face-to-face science education for underprivileged learners, and to develop and share science content using the latest media.