• Journal of Environmental Health Sciences
• /
• v.20 no.4
• /
• pp.98-117
• /
• 1994

To provide data for the contents regarding environmental health (environmental hygiene, environmental pollution) in the textbooks of primary, middle and high schools, a total of 243 textbooks was analysed for two months from May, to July 31, 1993. Among the total 52844.50 pages, 1.65% was related to the environmental health, which account for 870.00 pages. In the textbooks by school level, the rate of the contents regarding environmental health in primary school was 1.63% (148.75 pages). that of middle school was 1.96% (243.25 pages) and that of high school was 1.53% (478.00 pages). The area of environmental hygiene was 0.24% (129.25 pages) and that of environmental pollution was 1.40% (740.75 pages) which is slightly high. In the field of environmental hygiene, the rate of the contents in the middle school textbooks was 0.53% which was the higher than that of the primary and high school textbooks. The rate of environmental pollution area was not significantly different by school level but the number of the pages was the higher at the high school than that of the primary and middle schools, which account for 428.8 pages. The contents related by the areas were as follows: 1. Contents related to environmental hygiene 1) Among environemtnal hygiene contents, the rate of housing sanitation was the highest as 0.14% (73.00 pages), that of air environment was 0.06% (33.00 pages) and that of water supply sanitation was 0.03% (17.25 pages). The portion of air environment was 5.00 pages in the primary school textbooks and that of housing sanitation at the middle and high schools was each 35.0 pages, 35.50 pages, which was the more than that of other fields. By school year, there was no contents related at the 1st and 2nd grades but were 4.75 pages at the 4th grade which were the more than those of other grades. At the 5th grade, water supply sanitation part was found but not air environment. Housing sanitation was found at the 3rd, 5th grades and insect or rodent control was at the 3rd, 4th, 5th, 6th grades. 2) In the middle school textbooks related to environmental health, 41.0 pages were included in the textbooks of pysical education, the highest number. The next was 19.5 pages in home economics, 2.8 pages in social studies and 3.00 pages in others. The contents of air environment were found in the textbooks of physical education and science, those of water supply and housing sanitation were in home economics and physical education and those of insect control were found 0.5 pages in home economics only. 3) In the high school textbooks, the highest number was 27.8 pages of home economics and the next was 11.5 pages of others, 7.8 pages of physical education, 2.0 pages of science and 0.3 pages of social studies. Air environment parts were included in the textbooks of science, physical education and home economics and water sanitation was in home economics, physical education and others. Housing sanitation was showed in home economics and social studies, on the other side the contents of insect or rodent control was found in home economics and physical education. 4) By the subjects related to environmental hygiene in the primary, middle and high school textbooks, 51.0 pages of home economics were the highest portion. It was also revealed that 49.5 pages of physical education, 14.5 pages of others, 13.5 pages of science and 0.8 pages of social studies were included. The number of 33.0 pages of air environment portion was distributed into 9.75 pages of science, 19.0 pages of physical education and 4.25 pages of others. Among 17.3 pages of water sanitation, 3.5 pages of home economics, 11.3 pages of physical education and 2.5 pages of others were included. Housing sanitation portions were 73.0 pages, which were distributed into 46.5 pages of home economics, 0.5 pages of social studies, 18.3 pages of physical education and 7.8 pages of others. 5) The number of photo, figure, illustration and table related in the primary school textbooks was 31. Among them, the number of photos was 21, that of figures or illustrations was 9 and that of table was 1. The number of 63 in the middle school textbooks was classified into 3 photos, 32 figures or illustrations and 28 tables. At the high school, the number of 56 was included 2 photos, 41 figures or illustrations and 13 tables.2. Contents related to environmental pollution 1) In the field of environmental pollution, the rate of water pollution was 0.39% (203.3 pages), that of air pollution was 0.31% (161.5 pages) that of soil pollution was 0.1% (57.3 pages), that of refuse disposal was 0.08% (40.3 pages) and others was 0.5% (278.5 pages) by school level, the rate of water pollution in the primary, middle and high schools was each 40.5, 48.0, 118.8 pages and that of air pollution was each 20.8, 38.3, 102.5 pages. 2) Environmental pollution areas were not inserted in the textbooks at the 1st grade of the primary school but foqnd 5.5 pages at the 2nd grade, 30.5 pages at the 4th grade, 36.3 pages at the 5th grade and a,9.5 pages at the 6th grade. Water pollution was included from the 2nd grade, air pollution and refuse disposal from the 3rd grade and soil pollution from the 5th grade. 3) In the middle school textbooks, environmental pollution was distributed into 90.25 pages of science, 42.8. pages of physical education, 20.5 pages of social studies, 19.5 pages of others and 4.0 pages of home economics. At the high school, the contents were found 191.3 pages in science, 119.3 pages in others, 88.5 pages in social studies, 28.5 pages in physical education and 1.3 pages in home economics. 4) By subjects of the primary, middle and high schools, the portion of environmental pollution was classified into 322.2 pages of science, 195.0 pages of social studies, 138.8 pages of others, 76.3 pages of physical education and 8.5 pages of home economics. Air and soil pollution parts were not found in the subjects of home economics. 5) The number of photo, figure or illustration and table related in the primary school textbooks was 218. Among them, the number of photos was 61, that of figures or illustrations was 149 and that of tables was 8. At the middike school, the number of 153 was distributed into 99 photos, 34 figures or illustrations and 20 tables. The number of 129 found in the high school textbooks was included 129 photos, 73 figures or illustrations and 100 tables.

• Hwankyungkyoyuk
• /
• v.11 no.2
• /
• pp.177-211
• /
• 1998

This paper presents the development of standardized modules and an integrated program which will be used for social environmental education. The study objectives are to develop modules which are based on various environmental topics, to relate the regional environmental topics to the educational modules and program, and to include the demand of students in the modules and program. Literature and questionary surveys, as well as, module development method were utilized as research tools. The titles of developed modules are “The Green Planet Earth, “Unexpected Resources: Save Resources and Recycle”, “Water as the Mother of All Lives”, “The Blue Sky with Clean Air”, and “Soil as the Home of All Living and Non-living Things”. It is hoped that the developed modules and program are utilized as course materials and curriculum for social environmental education in various educational institutes. The study results will be materialized as multimedia in near future.

• Hwankyungkyoyuk
• /
• v.12 no.1
• /
• pp.19-39
• /
• 1999

Firstly, the goals and the domains of contents of environmental education was classified in order to systematize the contents of environmental education which would be taught in each subject. According to these goals and domains of contents, the contents of 10 subjects (Korean Language, Ethics, Social Studies, Mathematics, Science, Music, Arts, Physical Practicum(Technology and Heme Economics), English were analyzed. The norms in the analysis of the goals of environmental education by each subject were 4 domains: information and knowledge, skills, value & attitudes, & action and participation. The norms in the analysis of the contents of environmental education by each subject were 11 domains: natural environment, artificial environment, population, industrialization/urbanization, resources, environmental pollution, environmental preservation and measures, environmental sanitation, environmental ethics, environmentally sound and sustainable development(ESSD), and sound consumption life. As a result, it was found that all the 4 domains of goals in environmental education could come true. Furthermore, the goals of environmental education were found to be reached in the subjects of Korean Language, Music, Arts, Physical Education, Mathematics, English, etc., which had been thought to have nothing to do with environmental education. It was also found that the contents of each subject could deal with its own unique environmental contents. The result of this study can keep all subjects from overlapping in environmental contents, and can make the most of each subject's characteristics. Also, the result of this study will be referenced in developing the teaching and learning materials for environmental education according to each subject.

• Hwankyungkyoyuk
• /
• v.25 no.2
• /
• pp.272-289
• /
• 2012

The purpose of this study is to compare and analyze the educational philosophy, goal, method, content, and environment of ecologically-oriented alternative elementary schools and suggest several practical methods for alternative education. Both ecologism and alternative education pursue sustainable values. The educational content of ecologically-oriented alternative elementary schools, analyzed from the view of sustainable development, focuses most on the natural resources, biodiversity, and sustainable food production, and also include human rights, peace and security, unification, cultural diversity, and health food in terms of the social sustainability and sustainable production and consumption concerning economic sustainability. This study should help environmental education become establish its possibility and position as alternative education and be recognized of its educational value. Furthermore, based on the cases of ecologically-oriented alternative elementary schools that are becoming 'garden of environmental education' as sustainable development education, it should lead to 'education communicating with environmental education at schools'.

• Hwankyungkyoyuk
• /
• v.11 no.1
• /
• pp.217-236
• /
• 1998

There is lack of social awareness on the importance of natural environments and effective operating systems for environmental education in natural settings. In this study, the environmental education systems of three U. S. National Parks in the State of Washington were investigated in order to examine the potential of applying the environmental education systems to the Korean situation. To this end, the authors made field trips to the Mount Rainier National Park, Olympic National Park and North Cascades National Park and interviewed the field environmental education professionals. There is one common theme of environmental education shared by the three National Parks, that is the National Parks are open to the students and ordinary people as classrooms for environmental education. All of the three National Parks were supported by regional societies of environmental conservation and education. However, the contents of the approaches to the environmental education of each National Park were different to each reflecting the differences of the natural environment and cultural background. This implies that environmental education systems should be designed based on the characteristics of the local environment and cultural tradition, although advanced environmental education systems of foreign countries would be useful for developing our own environmental education systems.

• Hwankyungkyoyuk
• /
• v.12 no.1
• /
• pp.391-409
• /
• 1999

From the students' point of view, this study was carried out to find out barriers to environmental conservation practice of secondary school students. According to the questionare and interview with secondary school students on barriers to environmental conservation practice at home, school, society and fellow-relation conditions and in personal psychology, the following findings were resulted. The major barriers to environmental conservation practice are (1) not doing environmental conservation practice of parents, friends and neighborhood, (2) having no interest in environment and environmental problems, (3) dirty and laboriousness of environmental conservation practice, (4) lack of environmental equipments, (5) the shortage of chance and time for environmental conversation practice, (6) lack of the inducement for environmental conservaton from school, (7) little effects of individual environmental practice, (8) a busy life, (9) shortage of the voluntary courage to practice for environmental conservation, (10) lack of compensation on the environmental conservation practice, (11) anti-environmental behavior among friends, (12) urging on edcation of parents. Those barriers related with home, school, society and fellow-relation anti-environmental conditions hold back environmental conservation practice of secondary school students. Those barriers are divided into three closely correlated tipes, (1) unpleasant traits of environmental conservation practice such as cleaning, recycling were linked with personal psychology, (2) lack of the social interest and practice for environmental conservation were linked with personal psychology, (3) the social atmosphere to urge on education was linked with students' busy life and the shortage of chance and time for environmental conversation practice. According to the results, attractive environmental education programs, home environmental education, cooperative environmental conservation programs, and inducements for environmental conservation are reguired of secondary school students to promote environmental conservation practice.

• Hwankyungkyoyuk
• /
• v.2 no.1
• /
• pp.45-54
• /
• 1991

• International Journal of Computer Science & Network Security
• /
• v.22 no.8
• /
• pp.25-34
• /
• 2022

Today, further education of adults in the UK is one of the developing areas of continuing education. The Open University with distance learning, in the process of which innovative forms and methods based on computer and telecommunication technologies are used, is particularly successful in the organization of additional education of the adult population. The advantages of distance learning, multimedia - the latest information technologies, which provide the combination of graphic images, video, sound with the help of modern computer tools, are noted. The basic principles and forms underlying the technologies and forms of work with the elderly are defined. The international experience of implementing "Universities of the Third Age" is summarized. The most widespread approach in adult education in Great Britain is informational. The use of computer technologies motivates a new paradigm in educational methods and strategies, which requires new approaches, forms of learning, and innovative ways of delivering educational materials to adult learners. Information technologies have gained great popularity in such activities as distance learning, online learning, assistance in the education management system, development of programs and virtual textbooks in various subjects, online search for information for the educational process, computer testing of students' knowledge, creation of electronic libraries, formation of a single scientific electronic environment, publication of virtual magazines and newspapers on pedagogical topics, teleconferences, expansion of international cooperation in the field of Internet education. The information technology of synchronous distance learning "online" has gained considerable popularity in the educational process today. A promising direction is the use of multimedia technologies in educational activities to create a design of a virtual computer environment by decoding audiovisual information.

• Journal of Science Education
• /
• v.35 no.2
• /
• pp.250-261
• /
• 2011

The purpose of this study is to analyze how the content elements of the environment education are displayed between related subjects in elementary school curriculum and find a desirable direction of the environment education. Major subjects that handle the components of the environment education include science, physical education, social studies, ethics, and practical arts. Among these subjects, science aims for the ecological perspective, social studies aims for rational decision making and practical behaviors, and ethics aims for the correct formation of environmental ethics and values. In the component ratio of the environment education, the domains of the natural environment, environmental ethics, environmental pollution, environmental protection and measure were higher. In the formation of content elements according to grades, the connectivity of the environment curriculum has been relatively well secured in the order of the learning about the environmental components, awareness on environmental problems and the measures and efforts to overcome environmental problems. Based on the findings above, the followings are proposed for future environment curriculum in elementary school. First, it is necessary to increase the ratio of the ecological perspective based on science and coordinate the period to suggest this contents. Second, it is necessary to complement the contents of social studies regarding green growth and sustainable development which have become global issues in the environment education. Third, Pan-curriculum and integrated discussions to prepare multi-academic and interdisciplinary environment curriculum have to be preceded and through this process it is necessary to set the target of environment education and select the content elements of the curriculum.

• Journal of Environmental Science International
• /
• v.32 no.3
• /
• pp.149-159
• /
• 2023

This study aimed to improve the level of satisfaction and service quality of a forest experience education program for vulnerable social groups by administering a survey problems of the program and suggested improvements. 428 participants in the program. Reliability analysis of the survey yielded values of, Cronbach's α value was higher than 0.8 for all items, indicating very high reliability. Importance-performance analysis (IPA), a method of measuring and comparing the degree of satisfaction, found two factors: "first need for correction" which included "diversity of programs" and "professionalism of programs"; and "the need for sustained effort" which included "benefits of programs", "the role of program instructors" and "the interest of programs". Previously, forest experience education focused on programs involving base expansion and promotion, or quantitative expansion education. Therefore, this study is meaningful in providing basic data on forest experience education for vulnerable social groups.