• 한국환경복원기술학회지
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• 제6권2호
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• pp.1-10
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• 2003

The purpose of this study was to survey the status of the operation of site-based environmental education(EE) programs. This study surveyed 165 schools and organizations that operated site-based EE program in 2000 using a mail questionnaire and interviews. The response rate was 43%. The result indicated that awareness, participation, and attitude were considerably addressed, while knowledge and skills were addressed to a lesser degree. There were some difficulties in motivating students and in considering the developmental stage of participants. For programing the site-based EE, financial support and expert knowledge of EE were needed most of all. Learning materials for various and hand-on activities were also needed. The affective domain, such as awareness and attitude, showed marked improvement in the outcomes of the programs. Direct experience and sensitivity, connection with school education, regional characteristics were sufficiently addressed in the programs, while cultural aspects, fairness, originality, and accuracy were not. Flexibility in performing the programs and less rigidity of report on operations were needed. Through the discussion of the results, some improvements for the operation of site-based EE program were suggested.

• 한국환경교육학회지:환경교육
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• 제17권1호
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• pp.112-121
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• 2004

An activity of nature experience guidance can be considered as an educational event, thus, I regarded the volunteers as the guides of nature experience and examined closely their guidance activities as a participant to provide in-depth description about their behavior, context, and changes in ethnographic view. In this study I raised two following questions; 1) how have the guides been changed through two types of activities and 2) what problems are brought up in their context. First, the volunteers acquired awareness and sensitivity to the total environment and its related problems during course of training, even though they were initially motivated to participate in training course for their children. Second, guidance activity improved their basic understanding of and views toward the environment, awareness of the total environment, attitudes to environment, skills in solving environmental problems and participation levels in working towards resolution of environmental problems. However, they had difficulties in communication with each other and since nature experience guides are wives and mothers they worked against time and needed support from their family. Further studies will continue on analysis of training programs for the guides to improve and to contribute guide's positive changes to non-formal environmental education.

• 한국환경교육학회지:환경교육
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• 제12권1호
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• pp.378-390
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• 1999

The purpose of this study is to investigate what are objects in environmental education and to develop the teaching model for environmental education. The major objects of environmental education is how to teach students who not only take knowledge/skill, but also change their behavior with responsibility for environment. In order to change students' behaviors for environment, Hungerford recommended that teachers have teaching strategies with recognition, evaluation, and adaptation. Also, McCarthy developed teaching model to engage immediate personal meaning, to raise intellectual awareness of a concept, to enhance skills that students can use in their lives, and to foster personal adaptations. Based on the Hungerford's teaching strategies, and Mccarthy's 4MAT system, a teaching model is developed to encourage thinking skill, problem-solving ability, interesting, and participation in the class. The basic steps of the teaching model in this study are experience/recognition, knowledge/skill, evaluation, and adaptation/new experience and 8 sub-steps for instructional methodologies are developed to match of all students' learning style types in a classroom. This model will make it possible to raise the efficiency of instruction, and contribute to changing students who have responsibilities for their environmental behaviors. This model will be supplemented in schools, and applied to developing other instructional issues.

• 보건교육건강증진학회지
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• 제26권2호
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• pp.119-133
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• 2009

Objective: The aim of this study was to asses individual, organizational and environmental capacity for members of Healthy Cities Partnership (KHCP) and exploring advanced suggestions for further developing. Methods: Participants were 27. The questionnaire was developed based on Health Promotion Capacity Checklist and it analyze capacity in 3 lelvels including individual, organizational and environmental. Each level is consist of 4 sections, individual: 'Knowledge', 'Skills', 'Commitment' and 'Resources', organizational; 'Commitment', 'Culture', 'Structure' and 'Resources', environment:'Public opinion', 'Political will', 'Supportive organizations' and 'Ideas and other resources'. Each section was assessed in 4 point rating scale and cross analyzed with basic information. Results: The mean score of 3 levels were 2.57. Among the 3 levels, 'Individual' marks 2.78 point which were top and 'Organizational' marks 2.59 and 'Environmental' marks 2.33. There were no significant factors affecting Healthy cities capacity of 'Individual' and 'Organizational' level, but just 'specialization' of 'Environmental' had significance. Conclusion: Above the results, this study suggested that just 'Individual' capacity is above median point and other levels were lower. Further efforts for developing Healthy cities capacity, especially focused on 'Organizational' and 'Environmental' levels, is strongly required.

• 한국환경교육학회지:환경교육
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• 제23권1호
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• pp.36-49
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• 2010

The purpose of this study was to investigate whether elementary school parents' environmental literacy varied according to independent variables, to verify specific variables that affected their environmental literacy, and to analyze the correlation between elementary school students' and their parents' environmental literacy. Twelve elementary schools in Seoul and Gyeonggi-Do were chosen for purposive sampling. 342 questionnaires were used for analysis among the 350 questionnaires collected during the study, and their environmental literacy was measured through 55 questions consisted of 12 items for knowledge category, 22 for attitude category, 5 for behavior category, and 3 for skills category with 16 demographic variables. Statistical analysis was conducted on each of the variables that make up environmental literacy through mean t-test, F-distribution, Scheffe test, and Pearson correlation. The results of this study were as follows. (1) there is the difference according to age and career in parent's actual environmental literacy, but there is no difference in geneder, birthplace, residential type, religion and income. The parents in forties scored significantly higher than parents in thirties in subdomains of environmental skill and environmental interest in environmental literacy. And the parents with bachelor's degree scored significantly higher than parents with at least a high school diploma in subdomains of ecological knowledge, knowledge on environmental problems & issue, environmental skill and environmental behavior. (2) the most influential media on parents' environmental literacy is TV, then newspaper, internet and book follow. (3) the correlation between environmental crisis and environmental interest is the highest, but the mainly negative correlation is analysed between knowledge subdomains and other subdomains. (4) there is the correlation between elementary school students' and their parents' environmental literacy.

• 한국관개배수회지
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• 17호
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• pp.19-21
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• 1997

영국 월링포드수리연구소는 1982년 민영화된 비영리 법인 연구소로 토목공학과 환경수리 분야에서 전 세계를 대상으로 최신기술을 응용한 연구사업, 전문 기술용역, 수치모델의 개발과 보급, 계측장비의 개발과 판매, 교육훈련과 신기술 이전 등을 주요 사업으로 하고 있다. 토목공학과 환경수리 분야에서 세계 최고의 질을 추구하는 월링포드수리연구소의 업무수행 목표 원문은 전문 기술자들의 자세에 많은 것을 생각하게 해 준다.

• 한국환경교육학회지:환경교육
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• 제18권1호
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• pp.82-96
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• 2005

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.

• 한국환경교육학회지:환경교육
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• 제20권2호
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• pp.54-66
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• 2007

The purpose of this study is to find identity of the elementary environmental education and inquire elements of professionalism in environmental education that elementary teachers should have. This study performed a half-structured interview in twice to the eight of elementary teachers who completed the environmental education curriculum course in a graduate school or participated in the teacher training program before. As a result, this study found that the identity of the elementary environmental education consists of the unification comprehending various subjects, the well-rounded sensitivity balancing intellectual, emotional and behavioral aspects, and the grounding in forming environmentally friendly living-habit and academic basis of environments. Moreover, this study found that the teacher training program for the specialty of the elementary environmental teachers should comprise of the following twelve components: the knowledge of overall environmental curriculum, environmental life guidance and environmental classroom management, environmental teaching skills and function, the passion and commitment about environmental education, environmental sensitivity, understanding of education studies, the values and attitude about environment, environmental behavior, understanding the relationship between environmental psychology and developing stage of child, the general education and communication/cooperation with colleagues or local community, understanding of the role as an teacher for the elementary environmental education. More importantly, it would be very crucial that the teachers themselves who are the main body of education system should recognize the their role as the professionals in order to improve the quality of education.

• 한국환경복원기술학회지
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• 제5권4호
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• pp.39-50
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• 2002

The purpose of this study was to evaluate site-based environmental education(EE) programs. For the evaluation, an evaluation chart was developed. The chart was consisted of twenty evaluation items in the following six categories : 'goals & objectives', 'instructional planning', 'instruction', 'learning outcomes & evaluation', 'features of program', and 'program operation'. One hundred sixty five site-based EE programs, funded by the Korean Ministry of Environment in 2000, were evaluated. After the evaluation, the programs were also categorized and analyzed according to regions, organizations, and amount of funds. The results indicated that awareness, participation, and attitude were addressed in the purpose of the programs, while knowledge and skills were not. The diversity of activities and teaching strategies of the programs were insufficient. Cultural aspects, fairness, originality, and accuracy were also insufficiently addressed. Assessment and evaluation of such programs were needed to be considered to a larger degree. From the analysis of programs according to categories, Choongbuk province in the regional aspect and schools in the organizational aspect got higher scores than others. Overall, the more funding the program received, the higher score it got in evaluation. Some improvements and strategies for activating site-based EE were recommended based on the result of the evaluation.

• 상하수도학회지
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• 제25권6호
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• pp.885-892
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• 2011

In this study, LCA(Life Cycle Assessment) on 'Saemangum CSO Project' was carried out to evaluate environmental impact which occurred during the construction and operation periods and the potential environmental impact reduction was analyzed by comparing production and reduction level of pollution loads. LCA was conducted out according to the procedure of ISO14040 which suggested Goal and Scope Definition, Life Cycle Inventory Analysis, Life Cycle Impact Assessment and Interpretation. In the Goal and Scope Definition, the functional unit was 1 m3 of CSO, the system boundary was construction and operation phases, and the operation period was 20 years. For the data collection and inventory analysis, input energies and materials from civil, architecture, mechanical and electric fields are collected from design sheet but the landscape architecture field is excepted. LCIA(Life Cycle Impact Assessment) was performed following the procedure of Eco-Labelling Type III under 6 categories which were resource depletion, eutrophication, global warming, ozone-layer destruction, and photochemical oxide formation. In the result of LCA, 83.4% of environmental impact occurred in the construction phase and 16.6% in the operation phase. Especially 78% of environmental impact occurred in civil works. The Global warming category showed the highest contribution level in the environmental impact categories. For the analysis on potential environmental impact reduction, the reduction and increased of environmental impact which occurred on construction and operation phases were compared. In the case of considering only the operation phase, the result of the comparison showed that 78% of environmental impact is reduced. On the other hand, when considering both the construction and operation phases, 50% of environmental impact is increase. Therefore, this study showed that eco-friendly material and construction method should be used for reduction of environmental impact during life cycle, and it is strongly necessary to develop technology and skills to reduce environmental impact such as renewable energies.