• Bulletin of Korea Environmental Preservation Association
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• s.402
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• pp.19-23
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• 2012

한국 유치원 교육과정에 나타난 유아환경교육 관련 내용은 교육과정이 개정되어 갈수록 점차 내용 범위가 확대되어졌으며, 그와 비례하여 점차 환경교육 관련 내용을 교육과정 전 영역에서 다루는 것으로 발전되어 왔다. 현재 한국의 유아교육 현장은 지속기능 실천방안으로서의 녹색성장교육을 강조하면서 그 효과적 적용을 고민하는 단계에 와 있다.

• Journal of Engineering Education Research
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• v.6 no.1
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• pp.42-55
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• 2003

The goal of this study lies in analyzing the realities of the educational courses in the colleges of environment-related science and engineering and proposing plans for their improvement. In this regard, curriculums of each college were analyzed and the subsequent problems and implications were drawn out. In addition, it is suggested that the courses be directed toward job site-centered reform through conducting job analysis with experts in the environmental industry, serving new courses demanded by industries in practice and providing training programs for industries.

• Korean Journal of Organic Agriculture
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• v.9 no.2
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• pp.23-37
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• 2001

WTO체제에서 국제 경쟁력을 갖추기 위한 전략의 하나로 친환경농업을 추진해온 우리나라 농업은 환경오염의 경감과 농업의 다원적 가치의 실현을 위한 친환경농업 전문가 양성이 시급하며 이를 대학 교육에서 담당할 필요성이 높아지고 있다. 본 연구에서 4개 사례 대학의 교과과정 분석 결과 한국의 농학계 대학에서 이루어지고 있는 환경 교육은 대부분의 대학이 대학의 명칭이나 학과의 명칭을 변경하는 과정에서 생명, 자원, 환경을 포함시키고 교육 목표에서도 환경과 관련된 내용이 제시되고 있으며, 교육과정에 환경오염방지 및 개선에 관계된 과목을 설강하여 학생들에게 수강하도록 하고 있다. 또한 농업의 위치와 사회적 역할로서 농업의 다원적 기능과 농업과 환경에 대한 강의가 일부 대학에서 이루어지고 있으며, 비농업 전공자들에게도 호응을 얻고 있다. 그러나 현재 이루어지고 있는 환경교육은 별도의 농업환경 교육과정이 마련되어 있지 않으며, 설강된 과목들도 연계성이 부족하고, 전공과목 우선으로 수강하게 되므로 그 비중이 매우 적은 실정이다. 따라서 농업환경 교과과정을 별도로 개발하여 학생들로 하여금 체계적인 교육을 받도록 할 필요가 있다. 앞으로 환경분야에 대한 사회적 직업 수요가 증가함에 따라 농학의 수요는 더욱 증가할 것이며 환경평가나 환경계획 관련 분야 및 영농현장이나 관련 기관에 종사할 인력들에게 있어서도 대학에서의 체계적인 교육이 필요하다.

• Bulletin of Korea Environmental Preservation Association
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• s.402
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• pp.15-18
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• 2012

환경교육이 교육과정 상에서 학교 교육에 자리를 잡고 활성화 되는 과정이나 분산적인 접근, 동아리 활동 등에서는 잘 자리를 잡고 있는 것처럼 보이지만 실제 독립 과목 선택률 변화나 교사의 전문성 확보 측면에서는 우려를 자아내게 된다. 앞으로 우리나라의 학교 환경교육이 현재보다 더욱 발전하기 위해서는 환경 교사들의 전문성 개발, 환경 교사 임용 확대 등이 필요하다.

• Journal of Environmental Health Sciences
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• v.20 no.1
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• pp.1-7
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• 1994

I. 우리나라 학교 환경교육의 발전과정 : 우리나라에서 환경교육이 언급되기 시작한 것은 경제개발 5개년 계획의 진행과정에서 호나경을 고려하지 않은 개발을 계속함으로써 곳곳에서 환경파괴와 오염문제가 발생하기 시작한 1970년대 초부터이지만 그때까지는 국가정책이 경제발전에 중점을 두고 있었으므로, 환경교육은 자연보호운동과 구별되지 않은 채 국민을 대상으로 한 홍보의 수준을 크게 벗어나지 못하였다. (생략)

• Journal of the Korean Society for information Management
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• v.17 no.3
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• pp.93-108
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• 2000

The purpose of this study is to analyze user needs of university libraries for design of user-centered information retrieval system. To do this, 6 kinds of basic system design factors necessary for user-centered information retrieval system design of the university libraries are used. The user needs which should be considered for system design are examined and analyzed through the questionnaires made by user-centered approach according to the design factors.

• Journal of Korean Home Economics Education Association
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• v.33 no.1
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• pp.37-62
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• 2021

The purpose of this study is to develop a project-based teaching-learning instruction to solve the problems in family life. The developed process can be a practical plan to activate environmental education centered on living environment problems curriculum of Home Economic Education[HEE]. In order to achieve the purpose of this study, the curriculum of HEE and environmental education categories were compared and analyzed. The study selected 10 themes and developed a project-based HEE teaching-learning instruction with 8 sessions. The characteristics of the developed teaching-learning instruction are as follows. First, HEE curriculum included environmental knowledge, values and attitudes, competence, and practice and participation in environmental education and related categories in achievement standards and learning elements. Second, since HEE curriculum has a teaching-learning instruction plan based on project-based learning that allows learners to recognize and solve problems themselves was developed based on the real life-centered learning themes related to environmental education. It was also proposed that the subject of HEE has a high correlation with environmental competence and environmental practice, and thus environmental contents that can raise students' interests in society and environment should be added to the HEE curriculum. The teaching-learning instruction developed in this study can be used for classes such as HEE classes or free semeste. A follow up study would need to test the educational effects of this teaching and learning plan by implementing it to the actual class.

• Journal of the Korean earth science society
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• v.41 no.2
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• pp.155-175
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• 2020

The purpose of this study is to analyze the 2015 revised Science Curriculum and Environment Curriculum, and to provide implications for the correlation and complementarity between the two standards. For the analysis of the curriculum, the contents system of the two standards was reorganized based on the four categories of knowledge, attitude, inquiry, participation and practice, which are common literacy elements of science and environment, based on previous studies. Content Analysis was performed on content elements and detailed performance expectation. As a result of this study, there was a difference in terms of the core competencies and goals. The Environment Curriculum emphasized sustainable development and social participation while the Science Curriculum emphasized scientific inquiry and literacy. The contents system analysis results according to the four literacy factors are as follows. First, in terms of attitude, both standards deal with research ethics in common. However Environment Curriculum values learners' values and views on the environment more than Science Curriculum which emphasizes the science attitude as science investigators. Second, there was a serious problem in the knowledge linkage between two standards. In same grade groups, the level of content knowledge dealt in two standards was not consistent. Third, in the inquiry aspect, the Environment Curriculum deals with interdisciplinary topics in the purposefully designed inquiry unit, whereas the Science Curriculum presents various research activities based on related science concepts in every unit. Fourth, in the participation and practice aspect, the Environment Curriculum focused on participation and practice while the Science Curriculum focused on sustainable science and technology development and improvement, scientific interest and decision-making ability. This study provide implications for education for sustainable development(ESD) by providing the complementary potentials between Science Curriculum and Environment Curriculum.

• Journal of Science Education
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• v.35 no.2
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• pp.250-261
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• 2011

The purpose of this study is to analyze how the content elements of the environment education are displayed between related subjects in elementary school curriculum and find a desirable direction of the environment education. Major subjects that handle the components of the environment education include science, physical education, social studies, ethics, and practical arts. Among these subjects, science aims for the ecological perspective, social studies aims for rational decision making and practical behaviors, and ethics aims for the correct formation of environmental ethics and values. In the component ratio of the environment education, the domains of the natural environment, environmental ethics, environmental pollution, environmental protection and measure were higher. In the formation of content elements according to grades, the connectivity of the environment curriculum has been relatively well secured in the order of the learning about the environmental components, awareness on environmental problems and the measures and efforts to overcome environmental problems. Based on the findings above, the followings are proposed for future environment curriculum in elementary school. First, it is necessary to increase the ratio of the ecological perspective based on science and coordinate the period to suggest this contents. Second, it is necessary to complement the contents of social studies regarding green growth and sustainable development which have become global issues in the environment education. Third, Pan-curriculum and integrated discussions to prepare multi-academic and interdisciplinary environment curriculum have to be preceded and through this process it is necessary to set the target of environment education and select the content elements of the curriculum.

• Hwankyungkyoyuk
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• v.3 no.1
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• pp.27-32
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• 1992