• Journal of Korean Home Economics Education Association
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• v.9 no.2
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• pp.31-45
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• 1997

The theoretical rationale and basic materials for the improvement of the recognition on home economics teachers are suggested in this study through the close examination of the teacher’s recognition and its related variables. For this study, review of literature and questionnaire survey were performed. As the results, the following may be suggested. 1. There teachers more experienced and non-majored the home economics or those who finished professional course should be reeducated adequately for new direction of home economics education in secondary school and new curriculum. 2. The development of qualification for home economics teacher and the educational system and program for training preliminary should be try to find a solution to improve the new and positive recognition of home economics education in secondary school. 3. The institutional and environmental conditions, such as pay and welfare facilities, should be improved to satisfy home economics teacher with new view of home economics education in secondary school with their duties. 4. The systematic and concrete teaching programs for contents of improving new recognition of home economics education in secondary school, and for promoting positive self-recognition as home economics teacher, and for training the abilities of developing teaching materials and guiding practical techniques should be developed.

• Hwankyungkyoyuk
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• v.11 no.1
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• pp.251-274
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• 1998

The purpose of this study was to investigate the current status and problems in environmental education by schools which was newly established in the 6th curriculum and to propose the future agendas for environmental education. Then, we have investigated teachers' consciousness about environmental education and analysed the 6th curriculum and textbooks at primary and secondary school levels. The result of this study was as follows. 1. Most teachers thought of 'participation' as important goal of environmental education, but they actually could not practice it because of various preventing factors. 2. Most teachers thought that there were no efforts to reform textbook system and school conditions. 3. The content and goal of environmental education was duplicated and vague in each subject. The suggestions for the improvement of the environmental education based on these conclusions were as follows. 1. The systematic goal strategy of environmental education must be established. 2. We must allot appropriate roles to each environment related subjects for efficient environmental education 3. The opportunity for pre-service and in-service for teachers of environmental education must be expanded.

• Hwankyungkyoyuk
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• v.5 no.1
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• pp.143-153
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• 1993

• Hwankyungkyoyuk
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• v.19 no.2 s.30
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• pp.133-146
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• 2006

The purpose of this study was to examine how environmental education teachers think about environmental teaching materials of their use in primary and secondary schools. For this purpose, six primary and secondary school teachers were selected for focus group discussion on October 17th, 2005. The discussion of focus group was recorded both on video and audio tapes. Teachers' discussion could be analyzed in the perspectives of two big ideas, 'content selection' and 'content organization and presentation'. The big ideas were categorized into several areas: 1) The idea of 'content selection' was classified into 4 areas such as integration, difficulty level, locality, and timeliness, 2) The idea of 'content organization and presentation' was classified into 4 areas such as learning motivation, teaching and teaming strategy, evaluation method, application of teaching materials. This study provided meaningful ideas, which can be used in developing environmental education materials as well as effective teaching and teaming strategies for school environmental educators.

• Hwankyungkyoyuk
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• v.18 no.1 s.26
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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.

• Journal of The Korean Association For Science Education
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• v.18 no.3
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• pp.443-450
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• 1998

This study was performed to find the environmental factors of inquiry instruction perceived by secondary school science teacher. The instrument consisted of three domains such as teaching conditions, viewpoints of secondary school science teachers of environmental factors for inquiry instruction, and barrier and improve! rent factors of inquiry instruction. Teaching conditions between middle school and high school science teachers were not different significantly. Environmental factors of inquiry instruction of secondary school science teacher included five factors such as 'facilities and encouragement', 'amount of works and materials', 'teacher education and textbook', 'practice and knowledge' and 'perception of necessity and satisfaction'. And all factors except 'perception of necessity and satisfaction' were very low state for inquiry instruction. In the disturbant and improving factors, the critical factors were 'over students per class', 'textbook' and 'learning materials' for middle school science teachers, and 'over students per class', and 'entrance examination' for high school science teachers. Thus the development and diffusion of adequate inquiry learning materials may be helpful to practicing inquiry instruction as decrease of works and psychological charges, and it is needed to reorganize systematically and intensify pre- and in-service teacher education to practice inquiry instruction.

• Hwankyungkyoyuk
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• v.22 no.2
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• pp.43-55
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• 2009

The objective of this study is to find out the professionalism of secondary school teachers in teaching environmental subjects. This research was conducted using a questionnaire survey of 431 secondary school teachers from 34 schools in Seoul and Gyeonggi Province, Korea. A 5-point Likert scale self-evaluation questionnaire on their professionalism in environmental education was developed based on Hungerford et al.'s (1994) evaluation criteria. Two middle school teachers' classes were observed, and video taping and interviewing were also conducted. The survey analysis revealed that teachers evaluated their professionalism on environmental subjects to be a little above the middle of the scale. The mean values were 2.80 for the foundation level; 2.86 for the conceptual awareness level; 2.84 for the investigation level; 2.94 for the environmental action skills level; and 2.84 for the educational application level. However, class observations revealed that there was some gap between their self-evaluation of professionalism and their actual classroom application. Both classes were not that satisfactory with regard to 'the abilities to communicate and apply ecological concepts', 'the ability to clarify the roles of different value systems for environmental issues and personal values in decision making', 'the ability to clarify their own value system regarding solutions to environmental issues', and 'the ability to apply citizen action skills for solving environmental issues and for sustainable development'. The results provide a basic reference for the improvement of environmental-related education.

• Hwankyungkyoyuk
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• v.15 no.2
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• pp.14-29
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• 2002

The environment of the world becomes deteriorated rapidly as the result of the development of technology, the increase of the standard of living, and the growth of population. These circumstances called for environmental education in Korea, creating an environment course in the middle and high school in 1995. Despite the increasing importance of environmental education, however, the situation has not developed in its favor because of the current system of the university entrance examination. The school has failed to develop the curriculum of environmental education in the secondary education. This paper solves this problem internally in terms of the improvement of the contents, organization, teaching method (role-playing game), and teaching materials of environmental education, with a case study of the “noise” unit in 10th grade. This case study expects to change the attitude toward noise, increase the interest and knowledge in environment, and lead to responsible environmental behavior.

• Hwankyungkyoyuk
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• v.10 no.2
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• pp.145-156
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• 1997

The purpose of this study is to investigate the perceptions of those teachers who attentd the second annual environmental education program for certification of a second-major regarding environmental education, and to provide reference materials for development of the next phase in environmental education programs and environmental textbooks. A survey methodology was used in the study. A survey, consisting of 16 questions, was developed by the researchers. The subjects consisted of 97 teachers. The teachers revealed their opinions in five categories of the survey, including environmental subjects, increased education and knowledges on environmental issues, a middle school environmental textbook, teaching methods on environment, and the structure of the program. Results from this study suggest a few directions for improvement of the next annual environmental certification program and the secondary school environmental textbooks.

• Journal of Korean Home Economics Education Association
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• v.7 no.1
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• pp.81-95
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• 1995

The purpose of the study were to :(1)determine important home management concepts in the secondary home economics education curriculum, (2) identify the educational needs related to home management perceived by home economics teachers, and the factors affecting it. (3) use the findings to make recommendations for developing home economics curriculum and teaching home economics in the secondary school. The questionnaires were distributed to the 385 home economics teachers, lived in seoul, local cities and rural area. The data were analyzed by using descriptive statistics, t-test one way ANOVA with scheffe test, factor analysis, and multiple regression analysis. Forty home management concepts were selected based on the related literatures. Resource use, environmental concerns, consumer rights and consumer problems were the concepts which showed the highest level of educational needs perceived by the teachers. The educational needs were affected by school level, residence area of the respondents, age, career, and other factors related to the perception about home management education.