• Hwankyungkyoyuk
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• v.23 no.1
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• pp.50-63
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• 2010

This study is a qualitative case study aiming at understanding and finding out influential factors and barriers when school teachers choose Environmental Education as their Creative Discretionary Activities. To do this, this study focuses on the process of two teachers' choices of the Creative Discretionary Activities in two other elementary schools. The results of this research are follows. Two teachers' choices are affected by several influential factors, divided into external factors and internal factors. External influential factors include culture of school and education, media, chief education officers, parents and school. Internal influential factors are teachers' value and philosophy of education, teachers' experiences, teachers' capacity. These influential factors' forces aren't the same with each other. These influential factors, are influenced by educational, social, national, local, and school level indicated by Taylor et al's (1974) classification criterion. Especially, however, Korea's particular educational environment focusing on university entrance examination strongly affects teachers' choice. School factors also has a big strong effect on teachers' choice. Among others internal actors are the most serious influential factor affecting on teachers' choice.

• Hwankyungkyoyuk
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• v.21 no.2
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• pp.80-88
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• 2008

As the gravity of the issue of the global warming surfaced, environmental protection and energy conservation have become one of the most serious issues that global society faces. At the status quo, there are criticisms for not effectively educating the students although the problem is very severe. In middle school, for instance, only 10% of the school offer environmental education while only $20{\sim}30%$ of the high school offer it. As witnessed by these examples, we can infer that there are not well-structured, effective environmental education for teenagers. Recently, NIE(Newspaper-In-Education) has been used as effective means for some fields of middle and/ or high school education. If so, it also could be used for environmental education. The researches, however, on the topic of NIE on environmental education are very rare. In this study, the effect of NIE on environmental education was empirically tested. Our basic assumption is that NIE will cause differences in environmental perception; the cognition and concern. And environment education through NIE will cause the high level of cognition, concern, and practice regarding environment issue. Using simple experimental design and regression analysis, we tested the effect of NIE on cognition, and, concern of environment issue, and then, on the practice of environment-improving action. The "cognition level" did not show significant difference between the experimental group(which was exposed to NIE) and control group(which was not exposed to NIE). The "concern level" for environment showed significant difference. Finally, the "practice level" showed highly significant difference between the experimental and the control group. According to regression analysis, "concern" and "NIE"(dummy variable) was turned out to be statistically significant variables for practice of environment improving action. Therefore, we came up with the conclusion that NIE, which provides the most up-to-date information regarding the environmental status, can serve as the good supplementary mechanism for the effective environment education in the present Korean middle school curriculum system. The statistical result also suggests that each individual school needs to employ and extend NIE method in its environment education curriculum.

• Hwankyungkyoyuk
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• v.17 no.2
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• pp.38-49
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• 2004

In recent years there has been a growing recognition that presenting principally environmental issues in environmental textbooks is a form of local, national, regional, and global issues. The environmental textbook in the 7th environmental curriculum is to be composed of contents that could encourage the inquiry of value and change of attitude to take part in environmental preservation on the foundation of the comprehension about ecosystem. Therefore, the present study analyzed the difference of the contents of the environmental issues between the 7th national curriculum and textbooks in the middle school environmental education. The analytical results of this study are as follows: Firstly, there are total 4 sections related to environmental issues in environmental curriculum of middle schools. The content areas that are included ‘Environmental Preservation and Development’, ‘Getting the Hot Earth’, ‘Decreasing Forest and Increasing Desert’, and ‘Pleasant Surrounding and Quality of Life’. Secondly, an environmental textbooks that are used in school education edited for direction that coincide in motive that is ‘real life-centered education’ that is presenting in the 7th environmental curriculum. Specially, introduction to local environmental issues coincides the intent of the curriculum revisions that are ‘environmental education within everyday life’ and ‘contents of local-centered environmental education’. These findings have implications for teaching about environmental issue in school environmental education.

• Hwankyungkyoyuk
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• v.25 no.1
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• pp.66-76
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• 2012

The purpose of this study was to investigate the effects of and development of the STEAM-based on environmental programs to enhance environmental literacy of elementary school students. Through the questionnaires and the analysis of students' outcomes, the effects on literacy in both quality and quantity were verified. By applying the STEAM-based to environmental programs for enhancing environmental literacy to elementary students, the results of this study was as follows: First, its application was meaningful in that the level of $p$<.05 in point view of environmental literacy was a result of the pre-post test in the experiment group, which was made up of the 6th graders in the elementary school. Second, analysis of students' reflective journals showed that the participants' understanding, actions, and attitudes were positively affected by the programs in terms of environmental literacy. In conclusion, the STEAM-based on environmental programs for environmental education was very effective in enhancing environmental literacy.

• Journal of Environmental Science International
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• v.17 no.8
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• pp.827-831
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• 2008

We investigated the education process of an environmental experiment in middle and high school. The major objective was that students understand about biological toxicity of endocrine disruptor. We used bisphenol A in environmental experiment to educate them about the effects of endocrine disruptor. The test animal was zebrafish (Danio rerio, wild type) which is very easy to use in the school experiment class. We educated the high school students (n=25) in Suwon through this teaching program. Finally we analyzed the effect of research education between two groups, education students (test) and non-education students (control). This experiment showed there were some positive effects on environmental reorganization of students. They understood the affect of endocrine disruptors in fish and man. Specifically, understanding the importance of preservation of ecosystem increased in the test-education group.

• Hwankyungkyoyuk
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• v.12 no.1
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• pp.205-224
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• 1999

This is a study of strengthening the practice of environmental education in the primary and secondary school music program. Since the world war II, the environmental situation has been getting worse and worse. So it is now a global issue to conserve energy and solving the ecological problems we are confronting. Solving the environmental problem is not just a scientist's task nor a specific school education subject's either, but a responsibility of all human beings. In this sense, it is necessary for every school subject, including music, should include elements of environmental education in its education contents. in this paper the researcher has tried to point out some reasonable aspects of environmental education guidelines which would be pursued through school music programs. In the music subject the following eight environmental education strategies could be suggested: 1. An affective aspect of music should be used in educating students to aware of the importance of environmental problems. 2. The effectiveness of employing music for various educational purposes should be implemented to make students environmentally enlightened individual. 3. The main issue of environmental problem must be used in various musical activities such as singing, implementing, composing and appreciating music. 4. By employing an alternative materials for making musical instruments, students and musicians can participate in environmental education program actively. 5. Music is analogues to life and nature. Thus it is highly suggested for teachers to teach students music more sincerely In a way of studying music more seriously, students could achieve environmental education goals by discovering the similarities of the nature of the environment and music as a human environment. 6. By appreciating many musical works of dealing with environmental problems and ecological problems, one could achieve the necessary goals of environmental education. 7. By enlarging the boundary of music including the sounds of nature such as birds' singing, sounds of winds and various streams and tree's trembling, music could achieve the major goals of environmental education. 8. By recognizing sounds as an important human environment, school music program could attain the goals of environmental education. The researcher also has mentioned about the characteristics of music as a schooling subject. and has provided with some detailed curriculum guidelines for strengthening environmental education programs in music classes. Some model lesson plans implementing the environmental education for elementary, junior high school and 10th grade music classes are also suggested followed by six specific teaching ＆ learning methods for environmental education.

• Proceedings of the Korean Society for Environmental Edudation Conference
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• 2003.07a
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• pp.50-56
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• 2003

＃1 The Education from our Environment, The urgent subject for survival and prosperity in the future. - Around Yamaguchi in japan. - ＃2 Days of tour : January, 15, 2003 - January, 28, 2003 ＊ Comprehensive classes involved in ecosystems; Ryojo Elementary school, Guina Elementary school, Dabusei Junior High School, Ube Technical High School, Yashiro Elementary School, Toyota Nishi Junior High School, Seii Elementary School, Yamaguchi Prefectural School for the Mentally Impaired, Yamaguchi Institute for Educational Research and In-service Training, Kirara Beach Nature Watching Park ＃3 Characteristics of Yamaguchi Prefectural Environmental Education - Constant effort by concerned authorities and dedicated teachers - Cooperation of schools with community - Application of the comprehensive classes - Student-centered education through experiences - Acquirement of basic knowledge on environment in their daily lives - The harmony with the ability to survive' ＃4 Characteristics of the environmental education in each school $\square$ Ryojo Elementary School \longrightarrow Breeding the fireflies' larvae and releasing them into nature $\square$ Kuina Elementary School \longrightarrow Keeping the rivers clean $\square$ Yashiro Elementary School \longrightarrow Learning through exploring ‘Akiyoshido Cave’ $\square$ Seii Elementary School \longrightarrow Tree-planting campaign continued for 30 years $\square$ Tabuse Junior High School \longrightarrow Making their village good to live in $\square$ Toyota-Nishi Junior High School \longrightarrow Learning through working on the farm and in the forests $\square$ Ube Technical High School \longrightarrow Purifying the pond by the ‘biotope’ ＃5 Focus on Yashiro Elementary School \longrightarrow Children Guide Activity (25 hours annually) * To love their native place and tourists' attraction, Akiyoshidal * To introduce a variety of local events; - To make a fire in the mountains - To explore the cave - To hold a festival for tourists - To have a family-jointed bike riding ＃6 $\square$ conclusion - Gradual extension of environmental education * individuals \longrightarrow school \longrightarrow community - Finding the environmental problems around themselves and relating them with features of their community < Tips for the environmental education in the future > - Need for encouragement of more lively discussion in class - Expansive application of comprehensive classes to various areas

• 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 Korean Home Economics Education Association
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• v.10 no.1
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• pp.1-16
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• 1998

The purpose of this study was to investigate the middle school and high school student's environmental consciousness and clothing behavior for environmental protection in their home, and to present the basic educational material for the reasonable clothing behavior which could help the environmental problems. This study was done by self-administered questionaires to the 439 middle school and high school students, and done from March to April in 1997. Frequencies, percentages, mean, and standard deviation were calculated. $\chi$$^2$-test, t-test, and F-test were done for group differences, and Duncan's multiple range test was followed. The results of this study were as follows ; 1. Environmental consciousness was higher at the middle school students, at good graded students, and at the good news receivers who watch or listen to the mass media frequently. And also environmental consciousness was higher at the students who separate and dispose waste practically and at those who realize the need of environmental education. 2. Those who purchase clothes reasonably in their home, practising the clothing behavior for environmental protection, were the middle school students, and the students sho watch or listen news frequently through the mass media. And those who manage clothes well in their home were the middle school students, metropolitan area residents, good news receivers, and residents in apartments. Those who separate and dispose waste well, those who have experienced much environmental education, those who know better the environmental protection marks which are attatched to the low pollution products and those who realize the need of environmental education seriously, were almost the same students who buy and manage clothes reasonably in their home, practising the clothing behavior for the environmental protection. And those who feel much more environmental education seriously were those who reuse clothes practically in their home. 3. As the students had the higher environmental consciousness level, the better they practised the clothing behavior for environmental protection in their home. The major sources of the students'knowledge and information about environment were from the mass medea, and then from school teachers.

• Hwankyungkyoyuk
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• v.11 no.2
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• pp.69-82
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• 1998

This study was performed to investigate the trends in Environmental Education Research of Korea. In this study, the papers in $\ulcorner$Hwankyungkyoyuk$\lrcorner$ (Journal of the Korean Society for Environmental Education) and $\ulcorner$Journal of the Korean Association for Research in Science Education$\lrcorner$ from the initial number to the latest number were investigated. The category of analysis in this study were the number of papers, research area, method, character, the major targets of Environmental Education, the major targets of research, the purpose of Environmental Education, and the contents of environment. The results of this study are as follows: 1. The number of papers in $\ulcorner$Hwankyungkyoyuk$\lrcorner$ were 178 and in $\ulcorner$Journal of the Korean Association for Research in Science Education$\lrcorner$ were 406(10 of them were related in environmental education) 2. The research areas of the papers were Environmental Education(52.4%), Social Environmental Education(19%), Environmental Science(8.5%), Science Education(7.9%), and Social Education(3.2%). 3. The major parts of the method of the papers were literature review(31.7%), survey research(21.2%), and descriptive study(20.3%). 4. More than half of the character of the papers were research on the actual condition(35.4%) and consciousness (17.9%), 5. The major targets of Environmental Education of the papers were secondary school students(33.9%) and elementary school students(18.8%). 6. The major targets of researches of the papers were secondary school students(33.8%), teachers(30.0％), the general public(20.0％), and elementary school students(18.8%). 7. The purpose of Environmental Education of the papers were Values and Attitudes(31.2%), Behaviors and Participations(29.6%), Knowledges and Informations(27.2%), and Skills(12%). 8. The contents of Environment of the papers were waste(27.7%), water quality(15.2%), the whole environment(12.5%), air quality(9.8%), natural environment(5.4%), soil(4.4%), energy(4.4%), and so on. The results indicated that the Environmental Education research of Korea were needed to be reinforced in the field of qualitative research method, teaching and learning strategy, the development of learninyg meterals, and teacher education.