• 한국환경교육학회지:환경교육
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• 제22권4호
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• pp.14-25
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• 2009

The purpose of this study was to investigate the effects of the forest experience on elementary students' environmental sensitivity and cognition ability. The forest experience was applied to the experimental group and the control group was taught by the traditional teaching method focused on teachers' lecture for 8 lessons. The pre-test, the 1st, and 2nd post-test for environmental sensitivity were applied to both groups to analyze the effects of the forest experience. After then the results were analyzed by One-way ANOVA and ANCOVA. And the narration test for cognition ability on learning a environmental context was applied to only the experimental group and the results were analyzed. As a result, the students' environmental sensitivity was not significantly different(p<.05) between experimental and control groups in terms of the pre-test score. However, the 1st and 2nd post-test scores of experimental group were significantly higher than those of the control group in term of the level of environmental sensitivity(F=9.28, p<.01, F=10.95, p<.01). The results of the forest experience in the aspect of cognition ability, 'the sound of nature(61%)', 'the smiling forest path which blooming out(57%)', and 'one's own places(52%) were high but 'the kinds and characteristics of the roots(30%)' was low. In conclusion, the forest experience made a positive effect on the students' environmental sensitivity and cognition ability through the direct observation, data collection, and analysis on the nearby natural environment.

• 한국환경과학회지
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• 제17권10호
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• pp.1183-1193
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• 2008

Today, environmental pollution and destruction due to the industrialization of our modem society have been the global issues. Although now we can lead affluent lives through science technologies and economic development, these environmental problems have resulted in striking the harmonious balance between human beings and nature and threatened human lives with abnormal weather caused by the global warming, destruction of the ozone layer, and El Nino phenomenon, acid rain, decrease in species diversity, movement of hazardous materials, and harmful waste increase. We are aware of the importance of environmental education, but in reality, it seems impossible to implement appropriate environmental education on account of our educational climate which exclusively focuses on the entrance examination. However, environmental education is the most ultimate solution for those problems in that only when students understand our environment fully and grow habits to protect it through environmental education, the present environmental problems can be solved and more serious problems that can be resulted in the future can possibly be prevented. Thus, this study has examined the effect of using image media in the environment subject on students' environmental sensitivity. According to the results, it was shown that it had positive effects on 'sensitivity of environment', 'attitudes towards environment', and 'environmental affinitive behaviors'.

• 한국환경과학회지
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• 제18권6호
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• pp.699-707
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• 2009

This research was composed over a period of 10 times and was performed to be conducted in an environmental education class for 4 months from September to December of 2008 by selecting 32 experimental group students and 32 control group students from OO Middle School in the Busan area. An environmental education program utilizing lIM(independent investigation method) was composed by selecting a theme for environmental education among the environmental curriculum in middle schools. The results of analyzing the effects which influence environmental sensitivity and environment-friendly behaviors after applying the environmental education program utilizing IIM are as follows. First, it was revealed that the environmental education program utilizing IIM is more effective among experimental group students than control group students in regards to environment-friendly sensitivity. Second, it was revealed that the environmental education program utilizing IIM is more effective among experimental group students than control group students in regards to environment- friendly behaviors. Third, it was seen that even students responded very favorably toward environmental education program utilizing IIM.

• 한국대기환경학회지
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• 제22권4호
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• pp.421-430
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• 2006

This paper explores a new methodology of socio-statistical survey to classify environmental perception characteristics and to quantify atmospheric environmental sensitivity of neighboring people around a large industrial complex. In order to compensate intrinsic inclination against environmental problems, Atmospheric Environmental Sensitivity Index (AESI) is proposed as the weighted-summation of four representative questions asking the current status of the local air quality, which are chosen by the factor analysis of questionnaire. Atmospheric environmental perception is tried to be classified into interest/indifference characteristics and rational/emotional perception on environmental issues, positive/negative opinion on the solution of environmental problems. According to the chi-square cross-correlation and two-way layout analyses, it was clearly shown that environmental perception is categorized into two major groups, i.e., the positive-rational group having lower AESI and the negative-emotional group having higher AESI which means more seriously senses the status of local air quality.

• 한국지리정보학회지
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• 제9권3호
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• pp.58-66
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• 2006

환경 민감도 정보는 해양 유출유 사고시 효율적이고 신속한 방제 업무를 위한 유용한 정보이다. 유출유에 관련된 환경 민감도 정보의 종류가 다양하기 때문에 방제 현장에서 환경 민감도 정보에 대한 효율적인 접근과 활용 방안이 요구된다. 현장에서의 방제 업무 효율성을 높이기 위해서 환경 민감도 지도를 수치지도로 구축하고, GIS 기술을 이용한 전용 프로그램 개발이 필요하다. 본 연구에서는 경기만과 여수 지역을 대상으로 방제 업무 지원을 위한 환경 민감도 정보를 GIS 데이터베이스로 구축하고 GIS 프로그램을 개발하였다. 이를 위해 IMO/IPIECA의 환경 민감도 작성 지침과 해양경찰청의 방제 정보 지도 작성을 위한 정보 수집 지침에 따라 환경 민감도 정보를 수집하고, 환경 민감도 정보 표시 기호의 정의 및 업무 분석을 통한 방제 업무 지원 요소를 추출하였다. 향후 본 프로그램은 전 해역에 대한 환경 민감도 지도 전용 프로그램으로 활용될 수 있으며, 국가 차원의 해양 오염 방제 업무 지원 시스템 구축의 요소 기술로서의 가능성을 기대할 수 있다.

• 한국환경과학회지
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• 제19권1호
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• pp.69-80
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• 2010

Today's fundamental purpose of environmental education is to fulfill people's desire of living in a pleasant environment and at the same time promoting individualistic and collective environmentally friendly behaviors. In order to achieve these purposes, it is very important that each person holds an environmentally friendly mind that constantly tries to preserve and protect the environment which should be acquired through experiencing the importance of the environment. In order to increases the sense of attachment of people and the natural environment, the direction of environmental education should carry out education on environment related knowledge and the condition of environment damage side by side. The direction of environmental education should consider the cultivating student's awareness for active participation on matters related to the environment and to change their behaviors towards the environment. This study has tested the effect of reflective writing activities about the environment on the environmental sensitivity and willingness to act of 5th grade primary school students. For the sole purpose of this study, 70 students out of 141 5th graders of M Primary School were divided as the experimental group, and another 71 students were divided as the control group. The experimental group participated in 10 activities in where they were asked to express their thoughts and feelings in writing regarding 10 environmental problems occurring near the M Primary School. The control group participated in 10 environmental education lectures focusing on the lecturer. The results were as following. First, the reflective writing activities about the environment were effective in the environmental sensitivity of primary school students. Second, the reflective writing activities about the environment can affect the environmental willingness to act of primary school students. Third, there was a statistically significant correlation between environmental sensitivity and environmental willingness to act.

• 한국초등과학교육학회지:초등과학교육
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• 제38권4호
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• pp.465-474
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• 2019

The purpose of this study was to investigate the effect of the experience-based ecology-environmental STEAM education on ecological sensitivity of elementary students. The research subjects were 62 third graders of S elementary school located in Incheon. They were divided into the experimental group of 33 students and the comparative group of 29 students. The experimental group was provided the educational program with the experience-based ecology-environmental STEAM education. The comparative group was provided the theoretical and ecological self activity program based on the textbook. The results of this study can be summarized as follows; First, the experience-based ecology-environmental STEAM education had a meaningful effect on improvement of ecological sensitivity. Second, we found that access to the ecological environment education is important in all subjects, not in education that is biased toward. Third, in ecological environment education, experience-oriented education methods are more meaningful than indirect experiences trapped in textbooks. Fourth, ecological environment education can contribute to the improvement of ecological sensitivity as well as the intellectual aspect of ecology and environmental science. In conclusion, it was found that the ecological environment program should be conducted with activities of experience.

• 대한지구과학교육학회지
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• 제15권3호
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• pp.345-353
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• 2022

본 연구는 P광역시 H초등학교 5학년 43명의 학생들을 대상으로 PBL을 적용한 환경글쓰기 수업이 초등학생들의 기후소양 및 환경감수성에 어떤 효과가 있는지를 알아본 것이다. 본 연구의 수행을 위해서 8차시의 PBL을 적용한 환경글쓰기 수업을 개발하여 적용하여 그 효과를 알아보았다. 본 연구의 결론은 다음과 같다. 첫째, PBL을 적용한 환경글쓰기 수업은 초등학생들의 기후소양을 향상시키는데 통계적으로 유의미한 효과가 있었다. 기후소양의 하위영역 실천영역을 제외한 인지와 정의 영역에서 통계적으로 유의미한 결과가 나타났다. 둘째, PBL을 적용한 환경글쓰기 수업은 초등 학생들의 환경감수성을 향상시키는데 유의미한 효과가 있다. 환경감수성의 하위영역 민감성, 심미감과 정서안정, 동정과 연민 모든 하위 영역에서 통계적으로 유의미한 효과가 나타났다. 이처럼 PBL을 적용한 환경글쓰기 수업이 초등학생들의 기후소양 및 환경감수성을 향상시킬 수 있었던 원인은 환경문제를 해결하기 위해서 학생들이 주도적으로 수업에 참여하고, 환경문제가 우리의 실생활과 깊게 관련되어 있다는 사실을 깨달을 수 있었기 때문이라고 판단된다.

• 한국환경교육학회지:환경교육
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• 제18권3호
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• pp.1-18
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• 2005

In the sustainable waste management, the necessity of environmental education which improves acquisition of the knowledge, attitudes and values for the environment is being emphasized to help students make environmentally desirable decision and promote responsible environmental behavior. However, the environmental education in high schools, as a whole, would be susceptible to many problems caused by tile educational administration focusing only on the college entrance examination. Therefore, this study modifies and applies a program using four teaching/learning methods (Investigation study, Internet-based learning, Field work, Issue analysis study) which deals with the sustainable waste management as the learning subject for the environmental education, and tries to find its effects on the students' environmental sensitivity and environmental conservation behavior in high schools. The main results of this study are summarized as fellows. First, the waste management program had little influence on the environmental sensitivity of experimental groups, while it had positive effect on their improvement of the environmental conservation behavior. Second, there were little meaningful effect on general environmental conservation behavior, but there were some significant results to environmental conservation behavior related to the sustainable waste management. In addition, positive results were found in ecomanagement and consumerism, whereas there were no meaningful results about in persuasion and legal action, which were sub-domains of the waste management program. Among the waste management programs, the school waste investigation study had the most positive effect on the students' recognition and solution of environmental problems as well as improvement of environmental conservation behavior. The easiest one of the four teaching/learning methods was the Internet-based learning, while the most difficult one of them was the issue analysis study. Consequently, in order to achieve the goals of the environmental education in the academic field, there has to be selected the most suitable one of the teaching/learning methods and to be applied to the class, according to the detailed objectives and loaming contents for the environmental education.

• 한국환경과학회지
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• 제20권11호
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• pp.1465-1481
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• 2011

The accuracy of ozone sensitivity coefficients estimated with HDDM (High-order Decoupled Direct Method) can vary depending on the $NO_x$ (Nitrogen Oxides) and VOC (Volatile Organic Compound) conditions. In order to evaluate the applicability of HDDM over the Seoul Metropolitan Area (SMA) during a high ozone episode in 2007 June, we compare BFM (Brute Force Method) and HDDM in terms of the $1^{st}$-order ozone sensitivity coefficient to explain ozone change in response to changes in NOx and VOC emissions, and the $2^{nd}$-order ozone sensitivity coefficient to represent nonlinear response of ozone to the emission changes. BFM and HDDM estimate comparable ozone sensitivity coefficients, exhibiting similar spatial and temporal variations over the SMAduring the episode. NME (Normalized Mean Error) between BFM and HDDM for the episode average $1^{st}$- and $2^{nd}$-order ozone sensitivity coefficients to NOx and VOC emissions are less than 3% and 9%, respectively. For the daily comparison, NME for the $1^{st}$- and $2^{nd}$-order ozone sensitivity coefficients are less than 4% ($R^2$ > 0.96) and 15% ($R^2$ > 0.90), respectively. Under the emission conditions used in this study, two methods show negative episode average $1^{st}$-order ozone sensitivity coefficient to $NO_x$ emissions over the core SMA. The $2^{nd}$-order ozone sensitivity coefficient to $NO_x$ emissions leads ozone to respond muchnonlinear to the reduction in $NO_x$ emissions over Seoul. Nonlinear ozone response to reduction in VOC emissions is mitigated due to the $2^{nd}$-order ozone sensitivity coefficient which is much smaller than the $1^{st}$-order ozone sensitivity coefficient to the emissions in the magnitude.