• Journal of Korean Elementary Science Education
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• v.26 no.3
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• pp.309-320
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• 2007

과학교육에서는 과학과 기술과 관련된 사회적 또는 환경 문제의 증가를 더 이상 간과할 수가 없게 되었고, 이로 인해 과학-기술-사회-환경(Science-Technology, Society-the Environment: STSE)교육을 통한 실천적 과학 소양의 중요성이 대두되고 있다. 본 연구는 환경 내용을 다룬 초등학교 6학년 2학기 과학 단원, 3. 쾌적한 환경을 학습하는 과정에서 환경 중심 STSE 교육의 어려움과 그 가능성에 대하여 고찰하고자 하였다. 초등학교 6학년 두 개의 반 아동 86명은 단원 학습에 참여하는 동안 설문, 그리기와 쓰기, 면담에 참여하였다. 수집된 자료는 아동들의 과학-기술-사회-환경의 관련성에 대한 인식과 과학 지식의 실천적 소양이라는 측면에서 분석되었다. 결과로는 첫째, 과학-기술-사회-환경의 관계에 대한 아동들의 인식은 현대 사회가 가지고 있는 가치관과 복잡하게 얽혀 있었으며, 이 안에서 과학/기술의 발전은 사회 발전과 환경 문제의 두 측면에서 다소 상반적인 관계를 보였다. 둘째, 환경 문제에 대한 아동의 인식은 높은 반면 실천적 소양의 측면은 상대적으로 낮았다. 셋째 과학-환경 지식은 환경 문제 인식과 문제 해결에 그다지 영향을 미치지 않았다. 이러한 결과들을 바탕으로 본 논문은 실천적 과학 소양을 위한 과학-기술-사회-환경 교육의 문제점과 어려움에 대해 논의한다.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.1
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• pp.153-165
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• 2023

This study investigates learners' environmental literacy, classifies the results by factors of environmental literacy, and then investigates the differences in the students' environmental behavior practice experiences according to the classification by factor. The study was conducted with 47 6th grade students from D elementary school located in P metropolitan city as the subject of final analysis, and environmental literacy questionnaires and environmental behavior practice experience questionnaires were used as the main data. As a result of the study, the learners were classified into three groups according to the factors of environmental literacy, and they were respectively named as the "High environmental literacy group", "low environmental literacy group", and "Low Function and Affectif group". A Word network was formed using the descriptions of environmental behavior practice experiences for each cluster, and a Degree Centrality Analysis was performed to visualize and then analyze. As a result of the analysis, "High environmental literacy group" was confirmed, 1) recognized the subjects of environmental action practice as individuals and families, 2) described his experience of environmental action practice in relation to all elements of environmental literacy, and had a relatively pessimistic view. "low environmental literacy group", and "Low Function and Affectif group" were confirmed 1) perceive the subject of environmental behavior practice as a relatively social problem, 2) the description of the experience of environmental behavior practice is relatively biased specific factors, and the "Low Function and Affectif group" is particularly focused on the knowledge element. And 3) it was confirmed that they were aware of climate change from a relatively optimistic perspective. Based on this conclusion, suggestions were made from the perspective of environmental education.

• Journal of the Korean Society of Earth Science Education
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• v.10 no.1
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• pp.62-75
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• 2017

The purpose of this study is to examine the effects of Environmental literacy and STEAM Attitude through the use of the Eco-STEAM program for elementary students. For the purpose of this study, a teaching plan and worksheet for students using Eco-STEAM Programs was developed and applied. Through the questionnaires and the analysis of students' outcomes, the effects on Environmental literacy and STEAM Attitude in both quality and quantity were verified. The results of this study are as follows: First, the improvement in the Environmental Literary score has statistically meaningful difference(p<.05). Second, the change in students' STEAM attitude by applying the Eco-STEAM program has statistically meaningful difference (p<.05). Third, according to the analysis of a questionnaire used to evaluate the program, students had a positive perception of the STEAM program and gained higher level of satisfaction about the lesson. Therefore, Eco-STEAM Program applied in this study might be useful to improve Environmental Literacy, and can be expected to improve STEAM literacy and should be widely applied to Science education.

• Journal of Korean Elementary Science Education
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• v.43 no.1
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• pp.158-169
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• 2024

This study investigated the effects of climate change project learning on elementary students' attitudes toward climate change and environmental literacy. Climate change project learning was conducted on 174 sixth-grade elementary school students in a metropolitan city (77 male, 97 female), after which their perceptions and attitudes toward climate change and environmental literacy were assessed. The climate change project learning had a positive effect on the students' perceptions and attitudes toward climate change, which was surmised because of the climate change content sharing and discussions during the project learning. The climate change project learning also had a positive effect on the students' environmental literacy, especially their environmental attitudes, values, and behavior; however, there were no statistically significant changes found for environmental sensitivity. This study highlights the educational effects and implications of environmentally focused climate change projectbased education for elementary school students.

• Journal of the Korean earth science society
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• v.22 no.2
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• pp.147-158
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• 2001

Recently, with the increase of environmental problems, the importance of environmental education has also been emphasized. Science is a subject that enormously contributes to education about the environment, education in the environment, and education for the environment. Among various fields of science, earth science has a large amount of contents related environmental education, from the perspectives that the subjects of earth science are natural and artificial changes in the earth surface. Accordingly, it is clear that earth science education can play an important role in environmental education. This is proved in the fact that the goal and specifics of earth systems education coincidence with those of environmental education. Earth science curriculum in Korea, however, contains few contents related to environmental education. Earth science education that concerns our environment as a whole will help not only catch a new interest on the field of earth science but actively participate in solving our environmental problems.

• Hwankyungkyoyuk
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• v.23 no.4
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• pp.70-81
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• 2010

The present study aimed to understand high school students' environmental literacy for water and their attitudes toward environment. This study was conducted during the spring of the 2010 academic year with the participation of 123 students from a public international high school located in Seoul. The Environmental Science Literacy for Water test and the Revised New Ecological Paradigm scale were administered, and the data were analyzed by descriptive statistics and content analysis. The high school students in this study put strong emphasis on encouraging others to conserve water resources. This belief, however, was not aligned with self-recognition of their own roles in water supply shortages and other problematic water-use behavior. They also had difficulties in understanding the invisible part of matter transformations in water systems. Nevertheless, they showed favorable attitudes toward environmental conservation. In conclusion, the researchers suggest recognizing our own water problems and narrowing the gap between environmental and scientific knowledge of water and actual attitudes about the environment through curricular incorporation of interdisciplinary environmental science literacy into school science.

• Proceedings of the Korea Water Resources Association Conference
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• 2008.05a
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• pp.575-582
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• 2008

다목적댐의 레크레이션 편익은 수자원 관리 측면에서 매우 중요한 요소이다. 그러나, 레크레이션 편익의 중요성에도 불구하고 이에 대한 충분한 고려없이 댐의 관리와 다목적댐에 대한 평가가 이루어진 결과 경쟁적인 물의 용도간 부적정한 유량배분의 결과를 초래하고 있었다. 최근 비록 시범적이지만 하천의 환경개선을 위해 다목적댐의 flusing 방류가 이루어지고 잇는 점도 댐의 기능이 점차 확장되어 가고 있음을 보여주고 있다. 다목적댐의 레크레이션 편익에 대한 인식은 효율적인 수자원 관리뿐만 아니라 레크레이션 이외의 다목적댐의 다른 용도의 진실된 가치 및 효율성을 확보하기 위해 어떻게 효율적으로 시간의 흐름에 따라 다목적댐의 저수(貯水)가 방류되어야 하는지에 대한 이해로 연결된다. 다목적댐의 레크레이션 편익 측정은 댐의 역할에 대한 진정한 평가가 될 수 있으며 그동안 간과되어 왔던 댐 건설로 인해 가능하게 된 레크레이션 기회를 가치화하는 시도가 될 수 있다. 본 연구는 조건부가치측정법(Contingent Valuation Method, CVM)을 이용하여 서울과 춘천지역을 대상으로 표본에 대한 설문조사와 함께 집중그룹인터뷰(Focus Group Interview, FGI)를 통해 소양강댐의 레크레이션 편익을 측정하였다. 서울은 소양강댐의 하류지역에 위치하면서 일반적으로 소양강댐의 건설로 인해 가장 큰 혜택을 누리는 지역이며 춘천지역은 소양강댐의 주변지역으로 소양강댐의 건설로 인해 가장 많은 피해를 입는 지역으로 여겨지고 있어 양 지역에서 느끼는 소양강댐에 대한 인식은 매우 독특할 것이라는 기대와 함께 댐으로 인한 레크레이션은 댐 저수지뿐만 아니라 댐 하류 하천 전체에 걸쳐 이루어지기 때문에 댐 저수지 지역인 춘천과 댐 하류지역인 서울을 대상지역으로 삼았다. 4개의 시나리오를 적용한 결과 소양강댐의 연간 레크레이션 편익은 235억원$\sim$913억원으로 추정되어 소양강댐의 주요 기능인 용수공급이나 발전에 따른 편익과 비교할 때도 결코 작지 않은 편익을 보여주고 있다. 아울러, 일반적으로 댐 건설로 인한 피해자로 인식되고 있는 하천의 상류지역인 댐 주변지역에 거주하는 사람들의 지불의사액(Willingness to Pay, WTP)이 댐의 수혜자로 인식되는 하류지역에 거주하는 사람들의 WTP보다 크다는 것과 댐 주변지역에 거주하는 사람들은 댐에 대하여 양 극단적인 태도, 즉 강한 애착과 강한 반감을 함께 보이는 것으로 나타났다. 본 연구는 레크레이션 기능이 댐의 주요 기능으로 고려되어야 하는 가에 대한 해답을 줄 수 있는데, 그동안 댐의 레크레이션 편익 측정을 어렵게 하였던 댐의 레크레이션 편익의 개념화를 통해 편익이 측정 가능하며 소양강댐의 경우 다른 목적의 물 사용 용도보다 편익이 클 수 있기 때문에 향후 다목적댐의 주요 기능을 확장할 필요성을 보여준다. 또한, 레크레이션 편익을 어떻게 내재화(內在化)하여야 하는지에 대한 향후 연구의 필요성도 제기한다.

• The Journal of Korean Association of Computer Education
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• v.22 no.4
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• pp.11-20
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• 2019

This research aims to investigate elementary school teacher's perception and needs of computer and information literacy education to provide basic materials so that computer and information literacy education converges with related subject and can be done in various educational contexts. In order to achieve the goal for this research, we conducted an online questionnaire survey on the current status of teachers, the perception and status of convergence education for computer and information literacy, and the needs for convergence education for computer and information literacy. As a result of the analysis, when the teacher majored in computer and information education or had experience in software education, the percentage of respondents who said that it is possible to converge for computer and information literacy is high. Also, It was found that the burden of following the class progress according to the curriculum was high. In the school environment, preparation for software tool was found to be insufficient. we suggested the strategic implications in terms of education direction, teacher training, education program, and learning tool based on the analysis results.

• Proceedings of the Korea Society of Environmental Toocicology Conference
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• 2002.10a
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• pp.160-160
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• 2002

호소 수질에 영향을 미치는 대표적 인자로 외부 유입물질과 퇴적물을 들 수 있다. 따라서, 호소 수질 관리를 위해서는 호소로 유입되는 점ㆍ비점 오염원 관리와 함께, 퇴적층 관리도 수반되어야만 한다. 특히, 호소수가 주요 식수원으로 사용되는 경우에는 엄격한 퇴적토질 평가가 이루어져야 할 것이다. 본 연구에서는 소양호 퇴적층에 대한 환경지질학적 조사 연구의 일환으로 다양한 bioassays 기법(the battery of bioassays)을 적용하여 퇴적토의 오염상태를 평가하였다.

• The Journal of Korean Association of Computer Education
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• v.7 no.5
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• pp.57-70
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• 2004

This study is the subsequent study that has the objectives examining the relationships among 'substantive understanding', 'scientific literacy' and 'learning intention' in computer supported intentional learning environments and inquiry ability, variables for affecting knowledge construction derived from the finding out of the former study. As a result, the current study confirmed in CSILE the close correlation between 'the learning intention for scientific inquiry' and 'substantive understanding', between 'the learning intention for scientific inquiry' and 'scientific literacy'. Another result showed that 'scientific literacy' was the most significant predictor on inquiry ability. Base on the result of this study, the present researcher is about to make suggestions to stimulate learners' scientific literacy in CSILE-based inquiry learning.