• Title/Summary/Keyword: Korean environmental curriculum

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A Study on the Necessity of the Implementation of "Plastic Arts" in Environmental Design Studio Programs -Focused on the cases of France and Korea- (환경설계교육에 있어 조형예술 프로그램의 필요성에 관한 연구 - 한국과 프랑스의 사례를 중심으로 -)

  • 오웅성
    • Journal of the Korean Institute of Landscape Architecture
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    • v.27 no.4
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    • pp.108-121
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    • 1999
  • Creative spatial production in Environmental design relies, in large part, on the artistic talent of the designer(s) that is applied to the design solutions or schematic plans. This study proposes the importance and necessity of the use of 'Plastic Arts" or the technique of artistic manipulation and definition of space in Environmental Design studio programs. This fundamental design approach is currently lacking in Korean design studio programs. Moreover, the current trend of interdisciplinary design (that is, between landscape architecture, architecture, urban and environmental planning) emphasizes the importance of such techniques. "plastic Arts" techniques can serve as a basic code of communication between design disciplines and can in itself be a common approach. The method of this study is based on the empirical datas, that is, the educational performances which are executed in Landscape studio programs of some Korean Universities. The results are summarized as follows; 1. The program, "Plastic Arts" Should be included in the basic organization of Landscape design studio programs. 2. Unlike France where "Plastic Arts" program is implemented through out Landscape Architecture programs in Korea, "Plastic Arts" should be intensified and continued for longer period of time for students in the initial years. 3. In creation of "Plastic Arts" programs for Korean Landscape Design studios, the traditional and contemporary values of aesthetic of the Nature should be taken in consideration. 4. In order to confirm the necessity of "Plastic arts" program in the organization of landscape curriculum, more studies should be done, with empirical datas.pe curriculum, more studies should be done, with empirical datas.

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Teachers' Perceived Dimensions on Elementary School Health Education Curriculum: An Experimental Trial Based on Concept Mapping Approach (초등학교 보건교육 교과영역에 대한 교사들의 인식도 속성: Concept mapping 기법을 활용한 실험적 시도)

  • Park, Kyoung-Ok
    • Korean Journal of Health Education and Promotion
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    • v.24 no.1
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    • pp.93-108
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    • 2007
  • Background: School is a primary health education setting for children and the continuous support should be provided to renew school health education curriculum correspondent to socio-cultural changes in Korean society. Objectives: This study was conducted to identify the principals' and teachers' needs of health education topics for their students and to analyze their conceptual map for health education curriculum in Korean elementary school. Methods: The sample size of the first survey was 179 and that of the second survey was 691 of elementary school principals and teachers from stratified sampling over Korea. The self-administered mailing survey was conducted to o identify the factor structure of the health education topics and to analyze the conceptual properties with exploratory factor analysis and multidimensional scaling analysis in SPSS 12.0. Results: A total of 21 health education topics were collected from the first survey and 31 topics were, comprehensively, generated for the second survey. The five factors were determined: 'life health promotion behavior,' 'drug control and mental health,' 'bulling and aggression prevention,' 'safety perception and injury prevention,' and 'sex education and sexual harassment.' The educational need scores were the highest in 'safety perception and injury prevention.' The two-dimensional cooperates were generated for the 31 health education topics and the two dimensional properties which divided the conceptual space were 'health-safety' for one and 'public/environmental-individual/personal' for the other. Conclusions: Health education curriculum and textbook should be developed considering teachers' needs and conditions for health education in school fields. The field-based health education programs or textbook would make more possible problem-solving health education for children in real school fields.

Evaluation of Environmental Education of Public Servants in NIERD based on CIPP Model (CIPP 모형에 기반한 국립환경인력개발원의 공무원 환경교육에 대한 평가)

  • Seo, Woo-Seok;Kim, Jin-Mo;Jeon, Yeang-Uk
    • Hwankyungkyoyuk
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    • v.20 no.1
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    • pp.106-117
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    • 2007
  • The purpose of this study was to evaluate the environmental education of public servants in National Institute of Environmental Human Resource Development(NIERD). Based on CIPP model, Evaluation areas and items were made. The data were collected through interviews, questionnaires and training and development team's internal information from November, 2005 to January, 2006. Based on the interviews and survey of 11 employee from training and development team, context factors, input factors, process factors, product factors were evaluated. The major findings of this study were as follows: First, the problem of the environmental education of environmental officials indicated lack of interest about education of Ministry of Environment, lack of education expense, lack of expertise of employee in training and development team, and so on. Second, the curriculum for environmental officials was not considered the environmental officials' readiness for education, developmental level and competency. Suggestions for future research were offered.

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Analysis of Korean Middle School Student Science Achievement at International Benchmarks in TIMSS 2003 (TIMSS 2003 성취 수준에 따른 우리나라 중학생들의 과학 성취도 분석)

  • Hong, Mi-Young;Jeong, Eun-Young;Lee, Mee-Kyeong;Kwak, Young-Sun
    • Journal of The Korean Association For Science Education
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    • v.26 no.2
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    • pp.246-257
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    • 2006
  • TIMSS (Trends in International Mathematics and Science Study) aims to produce reliable and internationally comparable indicators of student achievement. The TIMSS science achievement scale summarizes student performance on test items designed to measure a wide range of student knowledge and proficiency. This study analyzed Korean middle school students' science achievement at the advanced and high international benchmarks of the four benchmark levels of the benchmarks classified in TIMSS 2003 in light of science content areas (physics, chemistry, biology, earth science, and environmental science) and item characteristics. The average percent correct on items at the advanced benchmark by Korean students was highest in physics followed by earth science, biology, chemistry, and environmental science, whereas internationally the order was earth science, chemistry, biology, physics and lastly environmental science. Korean students performed relatively better in physics yet somewhat worse in chemistry than other top-performing countries. According to item analysis, Korean students reaching the advanced international benchmark understood some fundamentals of scientific investigation, but demonstrated weakness in written explanations of scientific principles, abstract science concept comprehension, and application of scientific concepts to solve quantitative problems. In addition, Korean students reaching the high international benchmark demonstrated relative weak conceptual understanding of ecology compared with other countries.

Perceptions for the Nuri Curriculum for 5-Year Olds between Mothers Whose Children go to Kindergartens and Daycare Centers (유치원과 어린이집에 자녀를 보내는 어머니들의 만 5세 누리과정에 대한 인식 비교)

  • Yu, Che;Hwang, Hye-Jung
    • Korean Journal of Childcare and Education
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    • v.9 no.4
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    • pp.107-133
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    • 2013
  • The purpose of this study was to examine and compare the perceptions of mothers about the Nuri curriculum for 5-year olds. The subjects were 382 mothers whose 3-5-year old children went to kindergartens (192 mothers) and daycare centers (190 mothers). The findings were as follows: First, the majority of the mothers knew that the Nuri curriculum for 5-year olds started to be carried out in 2012, but many of them weren't told about the details at all. Second, the mothers considered the Nuri curriculum necessary, and were roughly satisfied with the ongoing Nuri curriculum for 5-year olds. Third, there was no difference in the mothers' perceptions of environmental factors required for the Nuri curriculum. Fourth, the mothers whose children went to kindergartens chose warm and enthusiastic character as important quality of teachers. The mothers whose children went to daycare centers chose friendly and caring character as important qualities of teachers. Fifth, the mothers perceived that the Nuri curriculum was relatively useful for the qualitative improvement of early childhood education and childcare. Sixth, the majority of the mothers didn't have their children transfer to another early childhood education institution after the Nuri curriculum for 5-year olds was carried out.

A New Measure in Environmental Education Research : Subjectively Responsible Environmental Behavior (SREB) (환경교육 연구의 새로운 측정치 - 주관적으로 책임있는 환경 행동)

  • 이재영;김인호
    • Hwankyungkyoyuk
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    • v.15 no.2
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    • pp.61-75
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    • 2002
  • This study was intended to develop a new measure for environmental education research, named ‘Subjectively Responsible Environmental Behavior(SREB), in order to overcome a few of limitations embedded in the previous measures. The results of the study suggested that there were several barriers for learners to take environment-friendly actions, willingness to act was always stronger than self-reported act and the degree of discrepancy between willingness to act and self-reported act is correlated with perceived effectiveness, perceived difficulty, and expected guilty. In terms of participation, this study defined one of major missions of environmental educators is to help learners to identify and overcome such barriers. A new measure that this study has proposed can be better utilized to evaluate effectiveness of environmental education curriculum or programs and find information necessary for modifying the programs than to assess learners' achievement. Some limitations of the proposed measure were also discussed.

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A Study of the Curriculum Application and Improvement based on National Competence Standards(NCS) at Department of Library and Information Science (문헌정보학 전공에서의 국가직무능력표준(NCS)을 활용한 교육과정 적용 및 개선에 관한 연구)

  • Kwon, Sun-Young;Baek, Ji-Won;Cha, Sung-Jong
    • Journal of Korean Library and Information Science Society
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    • v.46 no.3
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    • pp.141-169
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    • 2015
  • The purpose of this study is to develop a curriculum based on the National Competency Standards(NCS) to raise the higher professional staffs that can adapt to environmental changes due to globalization and local industry demands and to improve the quality of learning and to accept policy of the Ministry of Education. We conducted with the measurement of Educational performance by pre/post, 3 dignosis test. As a result, There were improvements in Educational Performance. Based upon Educational performance and analysis, several new directions for NCS education in the filed of LIS curriculum are suggested. We hope from this study that an application of NCS would be activated fully in Library, educational institutes and qualifying examination institutes and that diverse feedbacks from related parties would make a lead to a better updated version of NCS development in library.

An Assessment of Korean Students’ Environmental Literacy

  • Shin Donghee;Chu Hyeeun;Lee Eunah;Ko Heeryung;Lee Moonam;Kang Kyunghee;Min Byungmee;Park Junehee
    • Journal of the Korean earth science society
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    • v.26 no.4
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    • pp.358-364
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    • 2005
  • This study was initiated to understand what students know, how they feel, and how they act in the perspectives of environmental literacy. This study takes it a very serious problem that there has been no data about Korean students’status of environmental literacy so far. Based on the correct diagnosis of Korean students’ environmental literacy, environmental education in Korea, including national curriculum, teaching materials and strategy, would take the right way. This study accepts Simmon (1995)’s framework of environmental literacy, consisting of 5 areas, environmental knowledge, skills, affect, and behavior, which is consistent with general goals of environmental education. This study analyzed the relationship between areas in environmental literacy and factors contributing to improving students’ environmental literacy. This study also checked which factors, including age, gender, parents’ schooling, environmental education in schools, and students’ science-related attributes, contributed to improving students’ environmental literacy. The results of this study will help science educators keep in mind how important it is to teach science from the perspectives of environmental literacy.

Elementary Students's Awareness and Educational Effects of the 'Sunchoen Climate School' Environmental Education (순천시 기후학교 환경교육에 대한 초등학생들의 인식 및 교육효과)

  • Kim, Dae-Hee;Ahn, Sam-Young;Kang, A-Reum;Yoo, Bo-Ram;Lee, Bok-Nam
    • Hwankyungkyoyuk
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    • v.22 no.4
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    • pp.66-80
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    • 2009
  • While global warming and climate change have been issues with global implications for ecology and nature as well as for the economy, politics and social sector, Korean's climate change awareness has been reported to be low. This phenomenon can be attributed to the fact that there is neither a systematic and continuous educational program for climate change nor a system to implement and support it. Although environmental education traditionally has not been a center of focus in most schools, the move towards "green growth" in national policies are slowly influencing school education as well. Throughout the year 2009, Green Suncheon 21 has offered a program called 'Suncheon Climate School' designed for elementary schools and regional centers for underprivileged children. Program instructors were sent to schools and centers that requested such climate change education. The aim of this study is to evaluate the success of the program and to provide feedback on its impacts. According to the study, students' interests in climate change have increased after the climate change education, and students found the lectures to be informative and interesting. Students said that they became more aware of the serious consequences of global warming and climate change and found that such education is beneficial and should be available to a wider population. This study suggests that first, school teachers should be aware of climate change and support such educational programs to be a part of the regular curriculum. Second, the content and the level of the program should be designed in consideration of the corresponding school curriculum to make the subject relevant and accessible to students.

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Realities of Environmental Education and Program Oriented Social Studies (우리나라 초등학교 환경교육의 목표와 내용분석)

  • Park, Soon-Ho;Youn, Seong-Ja
    • Journal of the Korean association of regional geographers
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    • v.11 no.2
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    • pp.247-262
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    • 2005
  • Environmental education has been introduced in elementary education in the early 1980s; while, environmentally responsible behavior was not improved as much as the educators expected. This paper analyzed the contents of environment education in the textbooks and objectives of the teacher's guidebooks in the seventh national curriculum. The proportion of cognitive objectives were higher than affective ones. Environment preservation and countermeasure, natural environment, environment pollution were overemphasized in all grades. The contents of environmental education were not progressed; it did not follow the spiral curriculum. Social studies dealt with on built environment, population, industrialization and urbanization, resources that the other subjects did not much concern on. Geographic area in social studies was well fit to teach environment as a holistic approach. Environmental programs oriented geographic area within social studies could help to conduct outdoor activities in the residential areas; therefore, environmentally responsible behavior would be improved.

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