• Hwankyungkyoyuk
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• v.10 no.2
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• pp.87-100
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• 1997

This research aims to collect informations which is necessary to develop a curriculum for the environmental education of elementary and secondary schools. We developed a questionnaire concerning the present situations of environmental education in schools and needs assessment items about environmental education. The questionnaire were distributed to a sample of elementary and secondary school teachers with diverse grades and locations. The results of our reserch are as fellows: 1. The awareness of key concepts related to environment problems. They are not aware of ecological interdependence but just focus on the result of environmental deterioration 2. The awareness of importance of environmental education: Teachers prefer campaigns or legislations to environmental education. They want to take an Immediate action rather than a fundmental method like education in order to solve environmental problems 3. The awareness of relationships between environmental problems and natural or man-made circumstances: Most teachers emphasize recycle and reuse of the materials such as batteries, papers, plastics, cans. and bottles. but do not teach the importance of ecology. Only science and environment teachers do. 4. Environmentalism or ecology? Ideally teachers accept the importance of ecology, but in reality they cohoose environmentalism. 5. On the content and method of environmental education: Teachers insist that both environmental instruction and practical, first-hand experience should be given to not only elementary but secondary students, and that most of subject matters should deal with environmental issues. 6. On the situations and tasks of environmental education: School teachers indicate that they could not instill positive patterns of conduct toward environment in students. They think that both insufficient in-service training about environment and cooperation among teachers themselves are partially responsible for it.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.12
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• pp.264-275
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• 2017

Objective: This study examines the effects of children's art activities through forest experience in relation with Nuri curriculum on environmental sensitivity. Method: A survey was administered to an experimental group of 20 children as well as a control group of 20 children for statistical analysis. after 16-class art activities through forest experience were performed to children aged 4 at a daycare center for 50 days. Result: Children's art activities through forest experience in relation with Nuri curriculum had a positive effect on their environmental sensitivity. In particular, their art activities had a positive effect on their self-awareness, self-regulation, empathy and motivation in the experimental group, supporting the educational effects and benefits of developmental children's art activities through forest experience in relation with Nuri curriculum. In other words, art activities through forest experience are useful in terms of providing children with creative expression activities in art by leading to observation and exploration, as well as educational experiences that have positive attitudes toward the environment. Conclusion: As children's art activities through forest experience have a positive effect on their environmental sensitivity, more useful information on teaching-learning methods will be able to be provided to early childhood teachers in the field. Consequently, children's art activities through forest experience need to be actively introduced in the field of early childhood education as an alternative for learning nature and improving environment-friendly emotional intelligence.

• Journal of the Korean Society of Environmental Restoration Technology
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• v.6 no.2
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• pp.1-10
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• 2003

The purpose of this study was to survey the status of the operation of site-based environmental education(EE) programs. This study surveyed 165 schools and organizations that operated site-based EE program in 2000 using a mail questionnaire and interviews. The response rate was 43%. The result indicated that awareness, participation, and attitude were considerably addressed, while knowledge and skills were addressed to a lesser degree. There were some difficulties in motivating students and in considering the developmental stage of participants. For programing the site-based EE, financial support and expert knowledge of EE were needed most of all. Learning materials for various and hand-on activities were also needed. The affective domain, such as awareness and attitude, showed marked improvement in the outcomes of the programs. Direct experience and sensitivity, connection with school education, regional characteristics were sufficiently addressed in the programs, while cultural aspects, fairness, originality, and accuracy were not. Flexibility in performing the programs and less rigidity of report on operations were needed. Through the discussion of the results, some improvements for the operation of site-based EE program were suggested.

• Human Ecology Research
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• v.57 no.4
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• pp.535-544
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• 2019

This study analyzes the need for appropriate response education in schools for national health and sustainable development education in connection with particulate matter, which has recently emerged as a serious environmental and social problem. The survey was conducted on 1,200 teenagers(middle and high school students) in North Jeolla Province. The results of the study are as follows. First, the survey results were generally low in terms of environmental attitude and response(actuality) as well as the level of knowledge of particulate matter. Second, particulate matter-related education is rarely conducted at school sites; therefore, it is also necessary to develop an environmental education programs that can be a significant educational experience along with a specific educational orientation that is required to ensure the achievement of sustainable residential environment education. Finally, we hope that this study will help raise awareness on sustainable residential environment education amid difficulties in accessibility. Issues that need further study include: the absence of education materials, environmental education related to particulate matter, and guidance on how to maintain healthy living for individuals that help increase interest in a sustainable living environment for future generations.

• Hwankyungkyoyuk
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• v.5 no.1
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• pp.71-88
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• 1993

This study was conducted to develop and effective strategy for environmental education. At first, the environmental education strategy through personalization of environment was proposed. Then students in a middle school participated the program according to the strategy and its. effect was investigated. The strategy was designed in basis of the role of the limbic system in brain and involved field-oriented experience such as viewing the non-personal environment as the personal environment. Gokneung stream was selected as the site to conduct this environmental education. Students investigated water quality by senses and biological method. The same content was taught for the classroom group and simple outdoor group selected for the comparison by traditional instructional method. The pre- and post-test by the instrument to test environmental attitude, qualitative questionnaire, cognitive test, the pre- and post-interview were conducted to investigate the effect the program. The achievement of the classroom group(personalization group). But the change of the attitude toward environment of personalization group between pre- and post-test was significantly higher than the classroom group. In qualitative questionnaire and pre- and post-interviews, attitude toward environment differed between two group. The behavioral change to discover and to solve environmental problems was demonstrated in case the personalization group, but was unclear in the classroom group. These results indicated the environmental education strategy through personalization of environment was an effective strategy to change the awareness, attitude and behavior toward the environment compared with a traditional teaching strategy.

• Journal of the Korean Home Economics Association
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• v.35 no.2
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• pp.1-17
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• 1997

The purpose of this study is to identify the level of children's consciousness and behavior for the environmental conservation, so that provides some fundamental information for the overcome of environmental crisis and reinforces a consumer education for the childrens at home. The subjects were randomly selected form the 4th, 5th, and 6th grade of elementary school students, in April, 1996, Seoul, Korea. The 1342 data obtained were analyzed by Mean, t-test, ANOVA, duncan's Multiple Rang Test, Pearson correlation, and Regression. The major findings were as follows: 1) The average level of children's consciousness for the environmental conservation was relatively low, which was 1.79. There were significantly differences on the children's consciousness for the environmental conservation, according to student's grade level, housing type, parent's education, household income, and the level of consumer socialization. 2) The average level of children's behavior for the environmental conservation was low, which was 2.36. There significant differences on children's behavior of environmental conservation, according to student's sex, grade level, housing type, parent's education and occupation, household income, and consumer socialization. 3) There were significant relationships between children's consciousness and behavior for the environmental conservation. 4) The most influential variable for children's consciousness and behavior of the environmental conservation was consumer socialization. As we see above, this study concludes that consumer environmental education should be reinforced for the children in the home, so that they involved in the environmental activities and have an early experience.

• Journal of Environmental Science International
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• v.19 no.3
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• pp.343-351
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• 2010

Since the effect of environmental education at class using textbooks or materials related to environment is limited, the importance of activities for field experience is getting increased day by day. Thereby, the education tends to change into the type of education providing students with direct environmental experience. Students attending the science high school have excellent aptitude and ability for science and will lead the development of science in the future. Now it is urgent to develop various experiential programs which are helpful for them to establish desirable values on environment. However, the field of environmental education that allows science high school students equipped with ample environmental knowledge to improve environment sensitivity and have proper environment awareness is quite restricted as of now. Natural exploration activities are the programs which provide science high school students having lack of chance for environmental education with good opportunities to contact nature and also play significant roles in arousing their interest in issues related with environment. Therefore, it is thought that they will let science high school students explore the natural features of Korea, understand the importance of preserving environment and ecosystem profoundly, and encourage environmental awareness and will of environmental practice. Thereupon, with the study subjects of 121 first and second graders at U Science High School, this article analyzed their recognition of the necessity for environmental education and environmental pollution problems before and after the natural exploration activities, and conducted a survey on their satisfaction after the natural exploration activities and analyzed it. The result of this research is as follows. First, it was shown that the natural exploration activities were effective to raise the science high school students' awareness of issues related with environmental pollution. Second, the natural exploration activities had effect upon enhancing the students' willingness of environmental practice. Third, there was statistically significant correlation between the science high school students' satisfaction with the natural exploration activities and their achievement in the science subject. Fourth, there also was a statistically non or weakness significant correlation between their satisfaction with the natural exploration activities and preference for the science subject. In particular, it was found that students preferring biology indicated higher satisfaction.

• Hwankyungkyoyuk
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• v.23 no.3
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• pp.17-34
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• 2010

The purpose of this study is to explore their experience through teachers' interviews in research schools for the Education for Sustainable Development(ESD). The first issue for ESD in school was about how to approach ESD and how to combine it with the school curriculum. Of course, ESD can be approached through both subjects and discretion, which are operated with focus on experiential study. Most teachers approached ESD through subjects, but they had a lot of difficulties in its implementation because of insufficient understanding. The advantage of ESD programs is to provide students with an opportunity for experiential activity based on localization. However, difficult parts in applying ESD to school education were matters of budget for invitation of experts or for the experience learning as well as overworking of the teachers with conceptualization of ESD. Consequently, there has been change in the perception of teachers and students through ESD in schools, which have influence on the integrated thinking from diverse perspectives. Stories of research school teachers offered through categorization of interviews will provide a lot of help in the process of applying ESD to school education in the future.

• Journal of Korean Home Economics Education Association
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• v.12 no.3
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• pp.105-114
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• 2000

The purpose of this study was to investigate the effects of instructional multi-media in Home Economics Education perceived by teachers. The data for this research were attained from 139 middle & high school teachers of Home Economics. The data were analyzed by frequency of distribution, mean, stand deviation. t-test and analysis of variance, scheffe test with SPSSWin 7.5 program. The results of this study are as follows: The effects of instructional multi-media were composed of four dimensions in this study; need, frequency of use, pros and cons. 1. From these four dimensions, the need has the highest and the frequency of use has the lowest score. 2. The effects of instructional multi-media are significantly related to personal & environmental characteristics. 1)Need of the instructional multi-media effects is significantly different according to age, experience of computer education and possession of a computer at home. Low and high age groups are higher in the need of the instructional multi-media effects score than middle group age and the more experience of computer education and possession of a computer at home are higher in that score. 2) Frequency of use is significantly different according to LAN system in school. The higher score of frequency of use is in a LAN system’s school. 3) Pros of the instructional multi-media effects is significantly different according to the level of education, experience of computer education and the type of school. Undergraduate high school teachers and the lower o experience of computer education are higher in the pros of the instructional multi-media effects score. 4) Cons of the instructional multi-media effects is significantly different according to the level of education. Graduate teachers are higher in the cons of the instructional multi-media effects score.

• Journal of the Korea Institute of Construction Safety
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• v.6 no.1
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• pp.1-6
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• 2024

Existing safety education delivered to construction workers has limitations in concentration and immersion, so delivery power and interest are low. In order to improve the unstable behavior of construction workers and prevent safety accidents through education, a paradigm shift to hands-on education is necessary. Experiential safety education aims to contribute to the prevention of safety accidents and induce safe behavior by construction workers to recognize risks faster, select safe working methods suitable for the working environment, and improve emergency response and proactive response. Experiential education facilities have a follow-up learning effect in case of danger. The experience facility, which consists of the same working environment as the actual construction site, is designed to experience falls, equipment contraction, fire, and electric shock. In order to achieve the results of safety education that has invested a lot of time, construction workers must have motivation to participate, and "experiential safety education" through playful, deviant, and aesthetic experiences reduces serious accidents.