• 한국환경교육학회지:환경교육
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• 제14권2호
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• pp.116-132
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• 2001

The goal of the environmental education in High School is to make students survey and work out the issues on environment and to help them continue and improve the work. It is important that we should educate students the rational ability of decision-making. The more they can make decisions rationally, the more they participate actively in that. The purpose of this study is to develope the model of a new teaching-learning method coinciding with the goal of the environmental education of Social studies in High School. This study is backed up by the following developing processes. To begin with, the contents related to environmental problems in Social Studies Curriculum are being investigated. To urge the importance of STS(Science, Technology and Society), 1 will present the righteous understanding of Science in societal contexts, the development of rational decision-making abilities, and the cognitive connections between society and science. For this, 1'm representing a new model of learning-teaching method, backed up by Constructivism, especially Vygotsky's ZPD theory, giving 4 steps from everyday concepts to natural lingistic thought. Based on the above hypothesis, at last I will represent a STS whose topic is a problem of beach preservation because I intend to show the possibility of STS on the environmental education of Social Studies through this study. This study will help us lay a foundation stone of introducing STS in environmental education of Social Studies.

• 한국환경교육학회지:환경교육
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• 제21권2호
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• pp.11-24
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• 2008

This research verifies the effect on environmental attitude and knowledge accomplishment by t-test as producing and running programs regarding global warming which is raised as a representative environmental issue subject to 6th grade-elementary students. For this, environmental education programs about global warming for elementary students are developed and applied 15 times by reconstituting classes based on the contents regarding global warming from the text books revised as of 7th course of study. The result is as below. First, some part of contents from social study and science of 6th grade elementary curriculum of 7th course of study was able to be reconstituted to 15 education programs. Secondly, the programs about global warming improved students' environmental attitude Application of the programs about global warming showed significant difference(p<.05) on building environmental attitude as it proved those are effective on both area of recognition level and practice level. The method used on the test had .866's Cronbach alpha modulus value therefore, it obtained reliability. Thirdly, the programs regarding global warming improved students' knowledge accomplishment. As a result of test for knowledge accomplishment which was executed with same method for attitude test, the application of the programs about global warming showed significant difference(p<.05) on improving students' knowledge accomplishment on the global warming therefore, it resulted that the application of the program is effective on knowledge acquirement.

• 한국환경교육학회지:환경교육
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• 제10권2호
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• pp.121-132
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• 1997

The objective of this research is to understand the current field and composition of environment related terminology used in middle and high school textbooks, to find out uniformity and relationship between them, and development for the future establishement and replacement in the environmental education, simultaneously. The results of this study are as follows: 1. The terms used in middle school textbooks were found out to be 334, while those used in high school were 717. Total terms used were 870(759 kinds) and those recorded in the environmental terminology dictionary were 362 including synonyms. 2. Of those 870, 211 terms(24.25%) which were the same words have been used in interlinked connection with the Middle and High schools. While 136 terms(15.63%) have been used in the only middle, and 524 terms(60.23%) have been used in the only high schools. In middle and high school environmental tort books 211 (24.25%) terms were the same interlinked terms. Of those extracted terms, 136(15.63%) were used in the middle school 'environmental' textbooks and in high school, 524(60.23%) were used in 'environmental science' book. These results shows that there is big gap between middle and high school contents and we will need mere consideration in selecting the terms and better substance. 3. The same terminologies used in both middle and high schools were total number of 676. In those terms 257 kinds(76.26%) were used in middle school 'environmental' text books, and 563 kinds(78.52%) in high school 'environmental science' text books. Here are some details : 1) Terms used as same meaning but different in expression in middle school : 83 kinds, 192 terms(11.99%). 2) Differently expressed in the same tort book in kiddie school - 20 kinds(2.64%) in high school - 61 kinds(8.04%) 3) Differently expressed terms between middle and high school : 51 kinds(6.72%) 4) Same meaning in 3 expressions or more : 19 kinds 4. Of the examined terms 362(including 43 synonyms) were defined in environmental dictionary which is 41.8% of the total words. In the future specialization in utmost fields will be needed 5. When dividing those examined terms according to the middle and high school curriculum, the most terms were used in nature and pollution fields following environmental preserving, artificial environment and environmenatal counterplan. In middle schools the most used terms were in the field of environment pollution, preservation, counterplan, and santiation. There results reflects the education goals and objectives of middle schools. But for the middle school 'environment' curriculum moret uniform distribution are needed and for the high schools' 'enironmental science' program, the fields in artificial environment, industrization, urbanization, and sanitation should be intensified.

• 한국과학교육학회지
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• 제32권5호
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• pp.928-937
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• 2012

이 연구는 2009 개정 교육과정에 따라 출판된 화학II 교과서의 탐구 활동을 분석하고자 하였다. 탐구 활동은 탐구 활동 개수 및 비율, 탐구 과정 요소, 탐구유형, 탐구 상황 등을 알아보고 7차 교육과정에 따라 출판된 화학II 교과서와 비교 분석하였다. 연구 결과, 2009 개정 교육과정에 따라 출판된 화학II 교과서의 탐구 활동의 개수 및 지면 수에 대한 탐구 활동 개수의 비율은 출판사 별로 많은 차이가 있었으며 7차 교육과정 교과서에 비해 감소함을 알 수 있었다. 둘째, 탐구 활동들은 특정 탐구 과정 요소에 편중되어 있었다. 셋째, 탐구 활동 유형은 교과서마다 조금씩 차이가 있었지만 대부분 실험하기와 생각해보기로 이루어져 있었고, 해보기가 아주 낮은 비율로 나타났다. 넷째, 탐구 활동 상황은 순수 과학적 상황이 가장 많았고, 그 다음으로 일상적 상황, 기술 사회적 상황, 자연 환경적 상황 순이었다. 7차 교육과정의 교과서와 비교했을 때 기술 사회적 상황이 증가하였지만, 기술 사회적 상황과 자연 환경적 상황은 10% 이하로 나타났다. 이로부터 탐구 활동에 있어서 2009개정 교육과정의 화학II 교과서도 이전 차시의 교과서가 가지고 있는 문제를 여전히 포함하고 있어 학교 교사들이 수업을 설계할 때 이점을 해결할 수 있도록 다양한 탐구 활동을 도입할 필요가 있다. 나아가 앞으로 교과서 개발자들은 교과서 분석 연구들의 결과를 수용할 필요가 있다.

• 한국환경교육학회지:환경교육
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• 제12권1호
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• pp.276-293
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• 1999

An environmentally hot issue has arisen from the plan of Young-Wall Dam Construction at Tong river in Korea lately. The point at issue is which value is bigger between the water conservation for human use in future and the ecosystem protection for the intrinsic value of nature including animals and plants there. The purpose of this study is in the qualitative understanding of college students' critical thinking ability and opinion and the environmental values of them through the analysis of their writings. Various environmental values written in the 7th revised national curriculum of Korea are used as a criteria to investigate students' environmental values in their written opinions. Various environmental values are shown up to be handled such as the anthropocentrism, ecocentrism, pro-technology etc. Students of Dept. of Environment Teaching in the Kongju National University are the subject of this study. It shows that they have a deep understanding of the Young-Wall Dam issue and assert their opinions objectively and critically. Most of them(89.5%, n=17) are against the constructional plan of the Young-Wall Dam. Students who are for the plan are proved to have pro-technology value only and the others who are against to have various values including deer ecology.

• 교육녹색환경연구
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• 제19권3호
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• pp.26-37
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• 2020

이 연구의 목적은 지속가능성 교육을 위하여 초등학교 교육과정에 적용할 수 있는 생태감사 프로그램의 개발 방안을 마련하는 것이다. 학교 생태감사는 학생 또는 학교라는 집단이 학교의 환경적 문제점을 스스로 파악하고 해결할 수 있도록 하는 것으로, 이를 통해 오래갈 의사결정과 태도를 함양할 수 있다. 문헌 연구를 통해 초등학교 교육과정에 적용 가능한 생태감사 프로젝트 학습 프로그램을 개발하였다. 개발한 프로그램은 6학년을 대상으로 하며, 생태감사의 절차적 과정 및 교육과정을 반영하여 16차시로 구성하였다. 개발된 프로그램의 학교 현장 안착 및 학교 지속가능성 향상을 위해서는 학교 환경을 주기적으로 관찰할 수 있는 학교 환경관리 시스템의 도입과 학교 교사의 역량 강화, 학교 외부의 전문적 인증제도 등이 필요하다. 그리고 이러한 상향식 정책 결정 체제로서, 학생들의 환경교육 활동을 통한 지속 가능한 학교 문화 확산도 기대할 수 있다.

• 정보교육학회논문지
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• 제26권2호
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• pp.121-128
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• 2022

교육부에서 2021년 9월에 발표한 2022 개정 교육과정 총론 연구 결과에서는 기후·환경 교육이 소프트웨어 교육과 더불어 전면에 등장하는 등 환경 문제가 사회적으로 중요한 화두로 떠오르고 있다. 본 연구에서는 파이썬 몬테카를로 시뮬레이션을 적용하여 2022 개정 교육과정에서 강조하고 있는 환경교육과 소프트웨어교육을 융합한 고등학생 대상 프로그램을 개발하였다. 개발한 프로그램은 과학·환경·정보 교과 교육 전문가를 대상으로 프로그램의 타당성을 Lawshe의 내용타당도 비율(Content Validity Ratio: CVR)로 검증하였고, 검증 결과 프로그램은 개발 취지와 환경 및 정보 교과 성취기준에 적합한 것으로 나타났다.

• 한국환경교육학회지:환경교육
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• 제8권1호
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• pp.122-137
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• 1995

The Environmental Education(E.E.) is very important field in Elementary and Secondary School. And the first important problem of E.E. in school is no special teacher. This thesis is a study on the system of E.E. major in the graduate school of education. 1. The aims of E.E. major are training of E.E. teacher and developing research of E.E. 2. The curriculum of E.E. major is consisted of E.E. theory and E.E. content. 3. The student of E.E. major is admited a university graduate of social science and natural science department. 4. The professor of E.E. major is organized a specialist of E.E.

• 공학교육연구
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• 제10권4호
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• pp.17-28
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• 2007

본 논문에서는 지역균형발전의 일환으로 실시된 지방대학 혁신역량 강화사업(New University for Regional Innovation, NURI) 중 부산권 기계부품산업 혁신인력 양성사업단(Busan Educational Alliance of Mechanical Engineering, BEAM)에서 시행중인 지역대학간 공동강의 시스템인 첨단기계부품 특화교육트랙을 통한 교육효과와 교과과정 개선의 질적 향상방안을 제시하였다. 트랙은 사업단 소속 4개 대학의 기계공학부(과)가 공동주관하며, 각 대학의 특화된 교육과정(첨단기계, 환경기계, 해양기계, 기반기계)을 중심으로 상호학점 인정을 통한 교과과정으로 편성되었다. 2005년 동계학기부터 현재까지 3차례의 계절학기를 통하여 실시되었으며, 2년간 총 486명의 학생이 각 트랙과목을 수강하였다. 그 결과 새로운 시대적 요구사항과 학습의 효율성을 동시에 수용하는 성과중심 및 수요자중심의 교육내용으로 국내 최초의 전공별 지역공동강의 제도를 정착시켰으며, 트랙 실시 이전인 2005년 대비 8.5%의 졸업생 취업률 향상과 기업체 임직원을 대상으로 실시된 설문조사에서 전년대비 9.4%의 수요자 만족도 향상의 성과를 거두었다. 또한, 지역대학간의 교류를 통한 인적 네트워크의 확대라는 긍정적인 결과를 얻을 수 있었다.

• 한국환경교육학회지:환경교육
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• 제13권1호
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• pp.75-86
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• 2000

The purpose of this study is to analyze the content of environmental inquiry activities and values of elementary school students written in their reports of the Energy Environment Inquiry Activity Contest which is a unit contest of the Youth Science Festival held annually in Korea and get some ideas for the valuable way of Korean environmental education. 10 teams' reports were gathered and the locality, class study area, inquiry theme, inquiry method and values were analyzed and introduced as case studies to get some insights to teach elementary school students environmental values through inquiry activities of science subject approach. Each teams set various inquiry themes in the content domain of energy resources and earth environment conservation focusing on each team's geographical characteristics and occurring environmental problems in their local areas. There were 16 sentences representing technocentrism and 12 sentences representing ecocentrism. 5 of 10 teams showed both of technocentrism and ecocentrism in their reports. But their was only scientific knowledge without any environmental values in one team's report. Inquiry activity is a good teaching-learning method to develop environmental literacy. There should be environmental values involved as far as it is the environmental inquiry activities using environmental subject matter. The result of this study proposes that environmental educators should actively intervene for inquirers to set a stage in the whole process to search for an alternative to solve environmental problems involved in their project activities. The reason is because the environmental education in the elementary school is established to operate by the infusion way into various subjects already existed in the Korean curriculum.