• Hwankyungkyoyuk
• /
• v.16 no.2
• /
• pp.29-38
• /
• 2003

The main purpose of this study is to search a new perspective of environmental education through investigating of alternative education. Environmental education is introduced by needs of society for an effective way of solving environmental problems. But it also has a meaningfulness which is internal need of education for proposing and fostering ecological human corresponds with crisis of modernism. In spite of excessive rhetoric, vision of formal environmental education is very negative. Formal environmental education is restricted to optional course. So, its potential isn't fulfil. Education is both part of the problem and the solution. Education is proclaimed at high level as the key to a more sustainable society and yet it daily plays a part in reproducing an unsustainable society. If environmental education is to fulfil its potential as an agent of environmental problem solution, it becomes both part of the ideal and the practice of education. In this point, alternative education is a model of what environmental education ought to be. Environmental education and alternative education have a common ground in end of education and critical position to the modern education system.

• Environmental Engineering Research
• /
• v.18 no.2
• /
• pp.77-84
• /
• 2013

Recently, rainwater has come to the forefront as an alternative resource contributing to solving various environmental problems, especially those related to water. However, more or less biased perspectives on rainwater as a pollutant, mainly derived from acid rain, have still been pervasive in public as well as research communities. Considering the significance of rain harvesting in recent society, it is necessary to promote educational efforts to overcome such social prejudices and improve desired values towards rainwater. Thus, this research attempted to develop a teaching-learning program focusing on the theme of rainwater for high school students in Korea. To verify the effectiveness of the program, one group pre/post testing was conducted with 57 students participating in the courses. According to the survey, students show significant differences in both awareness and attitude towards rainwater as well as water after the courses. In conclusion, this study has an implication on developing an effective educational way to improve students' positive recognitions and attitudes regarding rainwater-related issues. Such an educational effort might contribute to sharing the worthiness of preserving rainwater with the future generation and promoting rainwater harvesting within wider public participation.

• Journal of Korean Home Economics Education Association
• /
• v.15 no.4
• /
• pp.115-132
• /
• 2003

The purpose of this study is aimed at giving proof that helps the elementary practical arts education system accomplish as the effects are turned out experimentally. Two classes of the sixth grade of J elementary school in Dae-gu have been selected in order to be experimented. One was chosen as an experimental group, the other was done as a comparative group. The creative-problem-solving learning-model was applied to the experimental group, and the traditional way of teaching was applied to the comparative group. For four classes of the sixth grades, ‘chapter 8: Making with recycled materials’ was proceeded as the content. Then. tests about the way of environmental awareness and creativity were carried out twice. After that, the results of pre and after-test in the comparative and experiment groups were compared using the t-test method. Following the analysis of the data collected in this study. the following major observations were obtained: First, children who were educated the creative problem-solving in a practical arts education achieved higher scores than before. Therefore, it turns out that the CPS method is an effective way to improve the environmental awareness in children. It showed that it included lots of daily habits connected with daily life and it made the intention to carry out the environment-preservation stronger and children´s attitude towards the environment improved. Moreover, making with recycled materials was used to solve an environmental problem, affecting in a positive way in our life. It also made the positive recognition about the environment. Second. the application of the creative problem-solving class of the practical arts education can make positive results to children. It helped children to have more interest in the environment around them. Children´s fluency, flexibility and originality in their ideas were improved as much as possible while they were solving problems. Consequently, the application of the creative problem-solving class model of elementary practical arts environmental education lets children expand environment consciousness and creativity.

• Journal of the Korea Society of Computer and Information
• /
• v.21 no.5
• /
• pp.177-184
• /
• 2016

Since 1980s, 30 years has passed after issues on environmental refugee began to appear. However, why environmental refugee is not considered as refugee officially in international society? Above all, it seems that main point is the responsibility given to those developed countries if they, whom led the climate changes, officially acknowledge environmental refugee. The problem is that environmental refugee has no direct responsibility for causing climate changes. Actually. the responsibility should be granted to the developed and industrialized countries which caused climate changes. In accordance to the refugee protection system established under current international law, it is difficult to include them into refugee category and thus, they can hardly have enough support. It is urgently needed that new refugee treat which have the new standard and solution added to it shall be adopted. To allow new refugee treat to be effective it is compulsory to have constant and binding policy determination and willingness of execution from a united international organization. Of course, before this, countries should try to have common recognition on recognizing new refugee problem and its seriousness as well as solving those problems together. In reality, it is worth considering adoption of semi-forceable type of system as a more effective way, which allocates responsibility of accepting refugee by amount of carbon emitted. Also, as refugee issue has an important influence on mother company and the third countries, execution process of the system has to be defined clearly. For those permanent organizations, they should accurately define environmental factors making refugee and set standards to minimize possibility of abuse and misuse.

• Journal of The Korean Association of Information Education
• /
• v.7 no.1
• /
• pp.27-36
• /
• 2003

Environmental problems can be dealt in the diverse areas such as engineering, public administration, and law. However, the education on environmental preservation is conceived as the fundamental solution for environmental problems, because the education can make the person of action. Specifically, building the attitude and habit of environmental preservation through environmental education is the effective and efficient way of environmental preservation. This research was conducted to develop an education system that is designed to build students' attitude and habit of environmental preservation through acquiring knowledge and functions of natural environment. The proposed system supports diverse learning activities such as writing, drawing, listening natural sounds and music, and problem solving. The system is technically designed on the Web to promote students' creativity and autonomy, and also are theoretically based on constructivism to build the will of environmental preservation. Moreover, the proposed Web-based system includes diverse functions such as classes, material resources, environmental quiz pool, environmental work gallery, which motivate students' learning activities. Therefore the proposed Web-based system is expected as an effective tool to achieve the goals of environmental education such as acquiring environmental knowledge and functions, building attitude of environmental preservation, and participating in the environmental preservation activities.