• Hwankyungkyoyuk
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• v.14 no.1
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• pp.66-80
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• 2001

In this study, the current status and the desirable ways for improvement of the examination system for the employment of the environmental education teachers in the secondary school were investigated. For the study, first, problems and reasons, and the counterplan of policy on the teacher connected directly with the examination employing secondary school teachers through exploration of the related literatures were analyzed; second, it was identified that the essential quality which environmental education teachers should have ready; third, the curriculum of environmental education teacher training universities and the seventh environmental curriculum were examined to provide a basis of discussion on the principle of setting questions for the employment of environmental education teachers; fourth, the number of recruitment, the number of examinee, the principle of setting questions, the composition of questions, and the distribution of scores of the examination which were carried out in the school year 2000 and 2001 were compared and analyzed; finally, the basis of the above analyses, recommendations to consider the examination system for the employment of environmental education teachers in the secondary school were presented as follows: first, the team managing the examination for the employment should reflect the aims and special contents of environmental education to discuss and decide the principle of setting questions on the environmental course; second, the proportion of subject matter education in the examination for environmental education teachers should be increased; third, the validity of questions for the examination should be clarified and the difficulty level of the questions should be low.

• Hwankyungkyoyuk
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• v.25 no.2
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• pp.224-241
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• 2012

The purpose of this study was to review the research trends in school environmental education. We analyzed 383 research papers that specifically focused on the school context which were 66% of the total number (N=577) published in this journal between 1990~2011. We defined the characteristics of review and developed a review method by examining previous review studies in this area. The review framework for school environmental education research was devised in terms of seven research areas: 1) Theories and objectives of school environmental education, 2) Environmental awareness, attitude and behavior, 3) Current issues in environmental education in the school context, 4) Instructions and programs, 5) National Curriculum, 6) Environmental education contents, and 7) Teacher professionalism. In this paper, we present dominant features within each category with focus on the overall trends of research methods and themes. Finally, we discuss research issues emerging out of the empirical analysis for considering the value of research for enhancing the quality of environmental education in schools.

• Hwankyungkyoyuk
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• v.19 no.2 s.30
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• pp.26-47
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• 2006

Environmental problems became bigger and widely known among all parts of the society in the last decade. The broad and sustainable study of the environment is the most basic and primary solution to the problems. For this reason, International Environmental Project Olympiad (INEPO) was organized in 1993. Many countries have participated in this organization. Therefore, the purpose of this study was to revitalize the environmental education and to realize the value of environmental education by making students aware of the environmental problems through the INEPO and Korean Environmental Olympiad (KEO). To achieve these goals, we conducted as follows First, we introduced aims, major contents and rules of the INEPO and grasped problems related to the applying method of students who want to participate in the INEPO in Korea. In addition, we introduced both results of domestic contest for participating in the 14th INEPO and of the 14th INEPO itself opened in 2006. Second, we analysed participants' themes according to project types such as environment-biology, environment-chemistry, environment-physics, environment-health and environment-social sciences from Previous INEPOs. Third, we had interviews with several participants to gather their thoughts on motivation and impression of participation, the reason of theme selection, and the method of environmental education in school, by visiting each booth of INEPO. Finally, we suggested sustainable methods of the KEO to revitalize environmental education, and proposed various methods to revitalize the environmental education through the KEO and INEPO in the primary and secondary schools.

• Hwankyungkyoyuk
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• v.12 no.1
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• pp.205-224
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• 1999

This is a study of strengthening the practice of environmental education in the primary and secondary school music program. Since the world war II, the environmental situation has been getting worse and worse. So it is now a global issue to conserve energy and solving the ecological problems we are confronting. Solving the environmental problem is not just a scientist's task nor a specific school education subject's either, but a responsibility of all human beings. In this sense, it is necessary for every school subject, including music, should include elements of environmental education in its education contents. in this paper the researcher has tried to point out some reasonable aspects of environmental education guidelines which would be pursued through school music programs. In the music subject the following eight environmental education strategies could be suggested: 1. An affective aspect of music should be used in educating students to aware of the importance of environmental problems. 2. The effectiveness of employing music for various educational purposes should be implemented to make students environmentally enlightened individual. 3. The main issue of environmental problem must be used in various musical activities such as singing, implementing, composing and appreciating music. 4. By employing an alternative materials for making musical instruments, students and musicians can participate in environmental education program actively. 5. Music is analogues to life and nature. Thus it is highly suggested for teachers to teach students music more sincerely In a way of studying music more seriously, students could achieve environmental education goals by discovering the similarities of the nature of the environment and music as a human environment. 6. By appreciating many musical works of dealing with environmental problems and ecological problems, one could achieve the necessary goals of environmental education. 7. By enlarging the boundary of music including the sounds of nature such as birds' singing, sounds of winds and various streams and tree's trembling, music could achieve the major goals of environmental education. 8. By recognizing sounds as an important human environment, school music program could attain the goals of environmental education. The researcher also has mentioned about the characteristics of music as a schooling subject. and has provided with some detailed curriculum guidelines for strengthening environmental education programs in music classes. Some model lesson plans implementing the environmental education for elementary, junior high school and 10th grade music classes are also suggested followed by six specific teaching ＆ learning methods for environmental education.

• Hwankyungkyoyuk
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• v.12 no.1
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• pp.99-109
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• 1999

Environment education, which is a principal solution to environmental problems in the world, is being practiced in Korea through the national curricula for primary and secondary schools. However, it hasn't been effective so far to practice environment education within those schools where a variety of subjects are taught. The purpose of this study is to look for the possibility of practicing environment education and thereby to make some suggestions for effective environment education in the field of English education, which doesn't seem to have a close relationship with environment education. This study first specified prospective contents of environment education by analyzing the Seventh National English Curriculum. Then, on the basis of them, the study explored how to practice environment education in the field of English education. Finally, for effective environment education, it made some suggestions and emphasized the importance of consistent efforts.

• Hwankyungkyoyuk
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• v.11 no.2
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• pp.212-223
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• 1998

The main results of this study were as follows :(1) the more objectives for environmental education in science textbooks of Korea were focused on “awareness of the environment”. While the objectives of the Project WILD of Canada were balanced between each objectives. (2) the more environmental skills in science textbooks of Korea were focused on ‘observation’ and ‘description’, while the environmental skills of the Project WILD of Canada for environmental education focused on ‘analysis’ and ‘observation’. The environmental skills for the environmental education in the science textbooks of Korea were concentrated on ‘observation ’ and ‘description’, while the Project WILD of Canada were balanced between each skills for investigating the environment and the environmental problems. (3) the instructional procedures in science textbooks of Korea for the environmental education were very similar between each activities of the science textbooks, while the instructional procedures of the Project WILD of Canada were very different, and these procedures were very useful for educating the environmental behaviors.

• Journal of Environmental Policy
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• v.8 no.4
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• pp.51-73
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• 2009

Although environmental education has increased in importance, few studies have been performed on the quantitative effect of environmental education on energy-saving and garbage-reducing behavior. Accordingly, this study quantitatively analyses the effect of environmental education on energy-saving and garbage-reduction. In this study, we compared reduction in energy use and garbage production between two groups, one receiving specialized and focused environmental education, and one receiving only general environmental education. We found that focused environmental education resulted in some quantifiably positive effects in encouraging energy-saving and garbage-reducing behavior. Specifically, household energy costs and amounts of school food waste for children receiving specialized environmental training were noticeably lower than those for children receiving only general environmental education. These results suggest that enhanced environmental education policy, including the launching of an environmental model school, is needed both to reduce energy use and garbage production.

• Hwankyungkyoyuk
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• v.12 no.1
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• pp.225-241
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• 1999

The art subject deals with aesthetic experience within natural environment around and artificial environment, and it represents the experience through formative arts. And it also extends the aesthetic experience by making students appreciation of the works of art. In the main text of this study was studied with the connection with environmental education on the basis of the characteristics of art subject. That is, in the art education there can be an understanding of the harmony between natural environment and artificial one and their relationship and, furthermore, more positive environmental education can be possible by environmental murals, environmental sculpture, environmental design, packing design, poster design, elf through systematic formative arts. In addition, the art education can make students keep sensitivity to the natural and artificial environment through the appreciation of a variety of art works made with a theme of environment or through the appreciation of the works in the environment around our lives. Also, it can lead to acquire the desirable values and attitudes toward the environment by discussing the harmony of environmental development and environmental preservation visually. In the second place, this relation described in detail by each grade according to the contents of the 7th curriculum for the art subject. In the third place, the following were suggested: the goals for the environmental education in the art subject, the direction of environmental education, the organization of contents related to environment and their emphases, and the main teaching and learning methods for environmental education.

• Hwankyungkyoyuk
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• v.2 no.1
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• pp.100-106
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• 1991

Environmental professional education in Korea has been mostly concentrated on the scientific and technological approaches to environmental problems. Many undergraduate majors in environmental engineering or sciences are designed to produce more technical manpowers in environmental fields. Most graduate schools on the environment also place an emphasis on teaching the technical aspects of environmental problems. Some environmental administration related courses, such as environmental law, environmental administration, environmental policy, environmental economics, environmental impact assessments, etc. are partically reflected in some curricula of very limited graduate or undergraduate environment majors. However, teaching environmental administration related courses in science or engineering major institutions has not been successfully carried out so far because lack of interests in such courses by most students and the shortage of competent teachers as well. Furthermore, those courses are not widely accepted by the departments of law, political science, public administration, etc. because their major interests are not in the environment-oriented. Environmental problems cannot be solved by the technical approach along. They should be systematically dealt with through interdisciplinary or multidisciplinary approaches, including natural and social sciences covering all relevant disciplines. in this respect, undergraduate environmental education should preferably cover broader courses on the environment, and the education for environmental professionals, including environmental administration specialists, is preferably handled by graduate schools offering many specialty area courses. Education for environmental administration specialist at graduate level is urgently needed in order to supply the competent manpower at government, business, and private organization levels dealing with environmental administration related problem. This is a new challenging area and the education for such specialists will become more important in the near future than technical manpowers which we ate now concentrating on their education.

• Hwankyungkyoyuk
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• v.14 no.2
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• pp.40-50
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• 2001

To meet the objectives of environmental education, teachers especially have to perceive the importance of environmental education, comprehend various characteristics of teaching/learning methods, and be able to conduct classes by choosing proper teaching/leaming methods in accordance with a specific purpose and educational focus about environmental education. Therefore, it Bs necessary to investigate the current status of Korean environmental education and provide teachers with appropriate environmental teaching/leaming methods. To this end this study aims to examine Korean science teachers'perceptions'on environmental education and the kind of teaching/learning methods which can be utilized in environmental education. Teachers who completed the survey were 135 science teachers from middle and high schools in Seoul, and 126 social science teachers from Kyoungki province. The majors of the science teachers were in physics, chemistry, biology, geology, and earth science. Also, there was one teacher who majored in special education. For social science teachers two majors were common, geography and general sociology. After analysis of the data from the surveys the results are as follows. First, science and social science teachers in middle and high school recognized the necessity of environmental education in school education. Second, most teachers had applied environment related topics to their subject of study occasionally, but they mostly concurred that environment related contents should be included in their textbooks. Third, science teachers agreed that field trip, discussion, and the STS approach were the most proper methods for environmental education, and social science teachers agreed that field trips, inquiry, and discussion were the most appropriate methods for a teaching environment. They realized that they should decide good teaching-learning methods appropriate to the objectives and content needed for effective environmental education as they selected different teaching-learning methods according to detailed environmental objectives and contents in their textbooks.