• 한국환경교육학회지:환경교육
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• 제7권1호
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• pp.1-17
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• 1994

This study was performed to determine appropriate teaching-learning and evaluation methods for Environmental Studies. To promote the relevance of our study to the needs of the schools and concerned educational communities of environmental education, we reviewed related literature, conducted questionnaire surveys, interviewed related teachers and administrator, held meetings with experts, and field-tested our findings. For selecting and developing teaching-learning methods of Environmental Studies, findings of educational research in general are considered. moreover, principles of environmental education, general aim of environmental education, orientations of environmental education, and developmental stages of middle school students in educational psychology were attended. In addition, relevance to the purpose of the Environmental Studies curriculum, appropriateness for value inquiry as well as knowledge inquiry, small group centered class organization, social interaction centered teaching-learning process, regional environmental situation, significance of personal environment, evaluation methods of Environmental Studies, multi- and inter-disciplinary contents of the Environmental Studies textbook, suitability to the evaluation methods of Environmental Studies, and emphasis on the social interaction in teaching-learning process were regarded. It was learned the Environmental Studies can be taught most effectively in via of holding discussion sessions, conducting actual investigation, doing experiment-practice, doing games and plate, role-playing and carrying out simulation activities, and doing inquiry. These teaching-learning methods were field-tested and proved appropriate methods for the subject. For selecting and developing evaluation method of Environmental Studies, such principles and characteristics of Environmental Studies as objective domains stated in the Environmental Studies curriculum, diversity of teaching-learning organization, were appreciated. We categorized nine evaluation methods: the teacher may conduct questionnaire surveys, testings, interviews, non-participatory observations; they may evaluate student's experiment-practice performances, reports preparation ability, ability to establish a research project, the teacher may ask the students to conduct a self-evaluation, or reciprocal evaluation. To maximize the effect of these methods, we further developed an application system. It considered three variables, that is, evaluates, evaluation objectives domains, and evaluation agent, and showed how to choose the most appropriate methods and, when necessary, how to combine uses of different methods depending on these variables. A sample evaluation instrument made on the basis of this application system was developed and tested in the classes. The system proved effective. Pilot applications of the teaching-learning methods and evaluation method were made simultaneously; and the results and their implications are as follows. Discussion program was applied in a lesson dealing with the problems of waste disposal, in which students showed active participation and creative thinking. The evaluation method used in this lesson was a multiple-choice written test for knowledge and skills. It was shown that this evaluation method and device are effective in helping students' revision of the lesson and in stimulating their creative interpretations and responces. Pupils showed great interests in the actual investigation program, and this programme was proved to be effective in enhancing students' participation. However, it was also turned out that there must be pre-arranged plans for the objects, contents and procedures of survey if this program is to effective. In this lesson, non-participatory observation methods were used with a focus on the attitudes of students. A scaled reported in general description rather than in grade. Experiment-practice programme was adopted in a lesson for purifying contaminated water and in this lesson, instruction objectives were properly established, the teaching-learning process was clearly specified and students were highly motivated. On the other hand, however, it was difficult to control the class when some groups of students require more times to complete their experiment, and sometimes different results. As regards to evaluation, performance observation test were used for assessing skills and attitudes. If teachers use well-prepared Likert scale, evaluation of all groups within a reasonablely short period of time will be possible. The most effective and successful programme in therms of students' participation and enjoyment, was the 'ah-nah-bah-dah-market' program, which is kind of game of the flea market. For better organized program of this kind, however, are essential, In this program, students appraise their own attitudes and behavior by responding to a written questionnaire. In addition, students were asked to record any anecdotes relating to self-appraisal of changes on one's own attitudes and behaviours. Even after the lesson, students keep recording those changes on letters to herself. Role-playing and simulation game programme was applied to a case of 'NIMBY', in which students should decide where to located a refuse dumping ground. For this kind of programme to e successful, concepts and words used in the script should be appropriate for students' intellectual levels, and students should by adequately introduced into the objective and the procedures of the lessons. Written questionnaire was used to assess individual students' attitudes after the lesson, but in order to acquire information on the changes of students' attitudes and skills, pre-test may have to be made. Doing inquiry programme, in which advantages in which students actually investigated the environmental influence of the areas where school os located, had advantages in developing students' ability to study the environmental problems and to present the results of their studies. For this programme to be more efficient, areas of investigation should be clearly divided and alloted to each group so that repetition or overlap in areas of study and presentation be avoided, and complementary wok between groups bee enhanced. In this programme, teacher assessed students' knowledge and attitudes on the basis of reports prepared by each group. However, there were found some difficults in assessing students' attitudes and behaviours solely on the grounds of written report. Perhaps, using a scaled checklist assessing students' attitudes while their presentation could help to relieve the difficulties.

• Asia pacific journal of information systems
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• 제18권1호
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• pp.145-162
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• 2008

One of the big concerns in e-society is privacy issue. In special, in developing robust ubiquitous smart space and corresponding services, user profile and preference are collected by the service providers. Privacy issue would be more critical in context-aware services simply because most of the context data themselves are private information: user's current location, current schedule, friends nearby and even her/his health data. To realize the potential of ubiquitous smart space, the systems embedded in the space should corporate personal privacy preferences. When the users invoke a set of services, they are asked to allow the service providers or smart space to make use of personal information which is related to privacy concerns. For this reason, the users unhappily provide the personal information or even deny to get served. On the other side, service provider needs personal information as rich as possible with minimal personal information to discern royal and trustworthy customers and those who are not. It would be desirable to enlarge the allowable personal information complying with the service provider's request, whereas minimizing service provider's requiring personal information which is not allowed to be submitted and user's submitting information which is of no value to the service provider. In special, if any personal information required by the service provider is not allowed, service will not be provided to the user. P3P (Platform for Privacy Preferences) has been regarded as one of the promising alternatives to preserve the personal information in the course of electronic transactions. However, P3P mainly focuses on preserving the buyers' personal information. From time to time, the service provider's business data should be protected from the unintended usage from the buyers. Moreover, even though the user's privacy preference could depend on the context happened to the user, legacy P3P does not handle the contextual change of privacy preferences. Hence, the purpose of this paper is to propose a mutual P3P-based negotiation mechanism. To do so, service provider's privacy concern is considered as well as the users'. User's privacy policy on the service provider's information also should be informed to the service providers before the service begins. Second, privacy policy is contextually designed according to the user's current context because the nomadic user's privacy concern structure may be altered contextually. Hence, the methodology includes mutual privacy policy and personalization. Overall framework of the mechanism and new code of ethics is described in section 2. Pervasive platform for mutual P3P considers user type and context field, which involves current activity, location, social context, objects nearby and physical environments. Our mutual P3P includes the privacy preference not only for the buyers but also the sellers, that is, service providers. Negotiation methodology for mutual P3P is proposed in section 3. Based on the fact that privacy concern occurs when there are needs for information access and at the same time those for information hiding. Our mechanism was implemented based on an actual shopping mall to increase the feasibility of the idea proposed in this paper. A shopping service is assumed as a context-aware service, and data groups for the service are enumerated. The privacy policy for each data group is represented as APPEL format. To examine the performance of the example service, in section 4, simulation approach is adopted in this paper. For the simulation, five data elements are considered: $\cdot$ UserID $\cdot$ User preference $\cdot$ Phone number $\cdot$ Home address $\cdot$ Product information $\cdot$ Service profile. For the negotiation, reputation is selected as a strategic value. Then the following cases are compared: $\cdot$ Legacy P3P is considered $\cdot$ Mutual P3P is considered without strategic value $\cdot$ Mutual P3P is considered with strategic value. The simulation results show that mutual P3P outperforms legacy P3P. Moreover, we could conclude that when mutual P3P is considered with strategic value, performance was better than that of mutual P3P is considered without strategic value in terms of service safety.