• Hwankyungkyoyuk
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• v.25 no.2
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• pp.210-223
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• 2012

This study is aimed to identify environmental management expert's competencies, to analyze educational need, and to improve curriculum of Global Environmental Management major of 'Seoul National University'. Environmental experts are divided into three groups through 'the right people' of the Global Environmental Management major: environmental management businessman, environmental management policy maker, environmental management international cooperator. This study selected three high-performers of each categories through recommendation and made them build a competency model for what the high-performer's behavioral characteristics is. And the educational needs analysis was carried out by practitioners in environmental management field. This study ordered the priority of educational needed competencies by method of Borich's proposal. The high priority of competencies that should be educated preferentially are as follows: responding to environmental policy, analyzing domestic & foreign environmental policy and design international environmental cooperation project. To be secure the consistency with the field need and university curriculum, it is needed to find various interventions in environmental management education and to improve curricula focused on specific competencies.

• Hwankyungkyoyuk
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• v.19 no.3
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• pp.80-92
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• 2006

The purpose of this study was to make valuable suggestions for improving environmental education(EE) teaching materials. For the purpose of this study, we analyzed four secondary school EE textbooks in the perspective of environmental literacy components. The findings of this study are as follows: (1) As a whole, the EE textbooks tend to focus the understanding environmental knowledge much more than environmental activities. (2) In 'main text' domain of EE textbooks, environmental information, including environmental issue knowledge, is much more focused than environmental attitudes and behavior, including socio-political and environmental issue knowledge. (3) In 'graphic data' domain, environmental information about environmental issue knowledge was most prevalent. (4) Most learning activities focus on 'issue skill' component, rather than 'attitude' and 'action' component. (5) The objectives of EE in the 7th national Curriculum were not explicitly embedded in textbooks and too much is inclined toward 'knowledge' and 'skill'. Accordingly, it is necessary to develop 'module-type' EE textbooks to enable integrative EE. Also, it is suggested to develop specific strategies for linking environmental knowledge and attitude/behavior.

• Hwankyungkyoyuk
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• v.12 no.1
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• pp.348-364
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• 1999

The objectives of this study were: (a) to measure the level of rural community residents' environmental preservation consciousness, (b) to identify the variables related to their level of environmental preservation consciousness, and (c) to provide suggestions to improve their environmental preservation consciousness. The major findings of this study were as follows; 1) Personal characteristics- gender, years of education, age, and income- were related to the rural communities residents' the environmental preservation consciousness. 2) Social characteristics- membership in environmental organizations, participation in environmental preservation campaigns, environmental dispute within their communities, experiences of participation in environmental dispute in their communities, participation in environmental education-were related to the rural community residents' the environmental preservation consciousness. Based on the above findings, the following suggestions are offered: 1) To improve rural community residents' environmental preservation consciousness, residents in rural community should be motivated and encouraged to participate in environmental and agriculture-related organizations. 2) To effectively solve environmental disputes among rural community residents and between rural communities, central and local governments should provide opportunities for rural residents to acquire their sound environmental consciousness. 3) Environmental preservation consciousness should be assessed including affective domain, cognitive domain, and behavioral domain. Appropriate environmental education programs should be developed after considering rural residents' personal characteristics including education level, income, gender, years of residency, and are.

• Hwankyungkyoyuk
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• v.21 no.3
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• pp.41-47
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• 2008

This study aims to examine the reasons of changes in motivation of pre-service teachers who major in environmental education. Qualitative case study methods were adopted to collect and analyze data from six(6) pre-service teachers in environmental education department. Researchers conducted semi-structured interviews with them on the levels of motivation toward their studios. The study results are as follows. The levels of motivation toward their studies were shown differently by each of the pre-service teachers. Some of the pre-service teachers reported that their levels of motivation toward environmental education had changed since the college entrance. The reasons for the changes include 'suitability of environmental education to personal propensity,' 'college courses they took', and 'personal experiences.' Some of the pre-service teachers reported that the levels of motivation for their majors did not changed since he or she was pursuing other goals rather than being an environmental educator.

• Hwankyungkyoyuk
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• v.20 no.4
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• pp.106-116
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• 2007

The objectives of this study were to investigate youth's nature experiences and environmental perception and to analyze the effects of nature experiences on environmental perception. The study was conducted by review of literature and survey. The data were collected from 146 youths in youth activities by random sampling. Major findings of the study were as follows: Firstly, youths who live in small city and have experiences in rural area showed higher average of rearing animal and plants experience than others and youths who are in high school and get upper academic achievement have higher travelling experience than others. Secondly, female youths were higher average of environmental conservation intention than males. Thirdly, learning experience about nature and sex variables influence on environmental conservation intension and age and residence influence on environmental practice. In conclusion, the study suggests youths should have opportunity on nature experience programs for developing environmental perception.

• Journal of Environmental Health Sciences
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• v.44 no.4
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• pp.391-396
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• 2018

Objectives: The purpose of this study is to examine the level of community environmental perception of older adults and to identify the association between environmental perception and subjective health status among older persons. Methods: Analyses are based on data from Statistics Korea 2016 Social Survey. This study analyzed a total of 8,193 older adults aged 65 and over, and examined the association between environmental perception on air, water, soil, noise and vibration, and subjective health status using multiple regression analysis. Results: Study findings shown that environmental perception on water and soil had significant association with subjective health status of older adults. Specifically, older adults reported worse health status when they had more negative perceptions of water and soil environments in their communities. Conclusions: Results of this study suggested that efforts to enhance safety of drinking water and soil environments, and continuous research to identify relationship between environment and elderly health shoud be needed.

• Hwankyungkyoyuk
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• v.14 no.1
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• pp.81-91
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• 2001

The importance of values has been emphasized in the aspect of the cause and solution of environmental problems. It is suggested that educational programs designed to increase environmental concern should be focused on ecocentric values. To do this, it is a prerequisite to understand the level of learners'environmental value. This study measured the level of environmental values of students in secondary schools in Seoul and identified relationship with its variables such as belief, the degree of identification, and environmental experience. We discussed on how to improve the environmental education in the aspects of fostering ecocentric values from the results of this study.

• Journal of the Korean Home Economics Association
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• v.42 no.8
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• pp.15-32
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• 2004

The purpose of this study is to develop an environmental education program for environmentally friendly consumer behaviors by analyzing factors influencing the attitude-behavior relationship, and examining consumer information needs about environmental problems. Environmental information demanded by consumers could be classified into five main areas; 'use and disposal of environmentally friendly resources', 'purchase of environmentally friendly goods', 'environmental problems and consumer sovereignty', 'environmental laws and regulations' and 'environmental values and consumer's civil consciousness'. Based on the study results, an environmental education program for consumers was developed which consisted of two main parts, basis and practice. The former aimed to strengthen consumer consciousness about environmental problems and the latter, to make regular environmentally friendly consumer behaviors. The two parts were correlated. Thus strengthening environment-related consumer consciousness by learning the part of basis could promote of environmentally friendly consumer behaviors.

• Hwankyungkyoyuk
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• v.25 no.1
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• pp.1-14
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• 2012

The purpose of this study is to investigate research trends about elementary environmental education through the analysis of theses published from January, 1991 to June, 2011 in the scientific journals. For the analysis of theses, we set standards of analysis including the number of theses, research topics, research methods, the designs of study and the objects of study. The number of theses used for the analysis was 186 volumes by limiting as Journal of KOSEE (The Korean Society for Environmental Education), Journal of KASE (The Korean Association for Science Education) and Journal of KESES (The Korean Society of Elementary Science Education). The results of study are as follows. First, in the analysis of theses according to the published year, we discovered that the volumes of theses related elementary environmental education were more than 50% of theses published in the Journal of KOSEE since mid-2000s. Second, the theses about environmental education curriculum were most common topic in the research topics, and the next things were status and actual condition, environmental perspective, and theory and policy. Third, as the most common things in research methods and the designs of study, 38.6% of theses have focused on the 'development and application' as research methods and 50.5% of theses have used 'quantitative research' as the designs of study. Fourth, the most common study in the theses was to target elementary school students, then it was literatures, then teachers, and environmental facility. On the basis of the results of this research, we suggest that various studies and environmental education programs can develop student's right environmental perspective and teacher's recognition about environmental education must be presented.

• Hwankyungkyoyuk
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• v.20 no.2
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• pp.16-24
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• 2007

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.