The discussion about environmental education is a little new concept which emerged remarkably in late 1960s. The environmental education means the educational curriculum which make sure value understanding and conception to develop function and attitudes necessary for the proper understanding and evaluating the interaction between human beings and physical environment Centenng an important geographical paraingm for 'the interaction between human beings and physical environment', to make the students understand the concept of environment and know environmental problems are the tasks to be pursued in environmental education courses in the middle school geography classes. The reasonable understanding of environmental problems and voluntary participation through the efficient environmental education in middle school geography classes, not only the systemization of educational curriculum and other needed changes mentioned above, but also the development of policy and institution in national government accompanying with earnest attention and effort must be made in environmental education and other environment-related fields.

Recently, endocnne dIsruptors have been known as one of the most harrnful chemical material. The purpose of this study is to investigate the cogintion and behavoor of milddle school students on the endocrine disruptors. To achieve this goal, survey research was conducted. Data were collected from 531 first and third-grade students in Suwon city. The main results of this study are summarized as follows FIrst, the mam source of information on the endocrine disruptors was mass media such as TV. This means environmental education in school is needed and mass media can be a very important tool for education. Secondly, as grades become higher, more students had knowledge on the endocrine disruptors. The difference between boys and girls was not significant. Thirdly, most students recognized endocrine disruptors as a dangerous material. However, they had an optimistic view on the possibility of resolving the environmental problems using science and technology in the future. Lastly, the scores of environmentally sound behavior was not highly correlated to those of knowledge. This means that in current environmental education system, more knowledge on the endocrine disruptors do not ensure more environmentally-correct behavior. These survey results show that environmental education on the endocrine disruptors should be constructed to induce correct behavior. That is, environmental education from now on has to be conducted to change the behavior of student as well as to increase knowledge.

This study aimed to discern the educational meaning of nature experience activity in a nonformal educational program in Korea, focusing on the interaction between a teacher and learners. To achieve this objective, an ethnographic research method was employed using an environmental educational program for children in a nonformal setting. The results of study are as followings. Firstly, the teacher's belief-"young ecologist" shaped its own characteristics of the program. Secondly, the children had a understanding that they learn something about nature(e.g. learning by seeing, dlscovering, recollecting, and awakening). The analysis of teachers' ideas and learners' attitude toward nature experience shows that there exists a gap between the teachers' expectations and the actual ecological changes in the learners' ideas. However, the educational meaning of nature experience can be understood by the unique type of interaction between a teacher and learners. In conclusion, on the basis of this study, it is suggested that educators should be aware of the fact that nature experience can conttribute significantly to the education of children not just from the encounter with nature but also philosophically with regard to our connectedness with nature. Bringing nature into educational contexts can help children to take part in thoughtful perspectives of learning and to devise their own appropriate nature experience.

The purpose of this study is to analyze the program development process of a nonformal environmental education(EE) program in detail. For the purpose, following research questions were answered in "the Nature School in the Forest" program in Eco-Club 1) What is the program development process? 2) What is the role of staffs, program developers, in the program development process? What are the meanings of their pedagogical approach? 3) With the findings of this study, how is the researcher able to develop ground theory for community-based nonformal EE, and to promote theoretical discussion for field improvement? The data were mainly gathered through participation observation and unstructured interview. And the data were analyzed by qualitative techniques such as clustering, factoring, noting pattern and themes, seeing plausibility, making metaphors, and building logical chain of evidence. The following conclusion comes out of the findings of this study. "The Nature School in the Forest" program is a educational device which the community-based NGO chose as a strategy to change individuals and community with its ideological purpose. And the program development process was the contiuous group decision-making process among staffs and volunteers. Consequently "the Nature School in the Forest" program is a circulated process of the voluntary activists training and their participation in program operation.

This study is aimed at providing an analysis on the re-training needs in for environmental sector as well as on the current status on the employment of technicians in the environmental industry. The questionnaires of 450 technicians employed in 993 environmental businesses are collected. The survey questions were composed mainly of current status on the employment of technicians in the environmental field, specialty and duty in the working place, the relations with a licence, the level of satisfactory to duties and intention to leave hls/her job, difficultles in the working coditions, experiences of training related environmental techniques during a recent year, and the needs of re-training in the environmental industry. The policies on custom-oriented retraining and technical education, on the curricula by sector, on the establishment of retraining.

It is essential to develop legal and legislative devices like the National Environmental Act to conduct systematic and continuous environmental education. In many Countries including the Uinted States, Great Britain, Germany, and Australia, environmental education has been developing based on legal and legislative systems. Of those cases, the Uintes States made efforts to promote environmental education through legislation, which can have significant implications for us with intention to legislate the National Environmental Education Promotion Act. This study is focusing on our environmental education by studying the histiry and current situation of National Environmental Education Act, PL 91 516 of the United States and its features. In case of the United States, there has been several amendments and re-approvals. since the first National Environmental Education Act was legislated. The public hearing for the re-approval of National Environmental Education Act whIch was legislated in 1990 was held during the Summer of 2000. This gave us important reference data including the need of environmental education, its effects, and considering articles. As a result of the public hearing, 1990. National Environmental Education Act was recognized and some articles were amended. Its re-approved as John H Chafee Environmental Education Act of 2001, PL 107-S 876 IS Some implications and suggestions were drawn from the case study, which included the importance of related ministries, financial support, the role of Consulting Committee and Special Committee for environmental educators, environmental education program certification system.