• Educational Technology International
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• v.9 no.2
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• pp.97-121
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• 2008

The purposes of the present study are to describe the design of mobile learning scenarios based on learning sciences theories, and to discuss implications for the future research in this area. To move beyond mere speculations about the abundant possibilities of mobile learning and to make real impact in K-12 school settings, it is critical to conduct school-based research grounded on the learning sciences theories. Towards this end, this paper describes school-based mobile learning projects conducted by a research team at the Learning Sciences Lab in Singapore, and then discusses the possibilities and challenges of mobile learning to further inform future research. Specifically, this paper explores the affordances of mobile technology, such as portability, connectivity and context-sensitivity, to design seamless learning scenarios that bridge formal and informal learning experiences. The authors present a framework for re-conceptualizing different types of learning based on physical settings and intentionality, and then describe two seamless learning scenarios, namely 3Rs and Chinatown Trail, which were implemented in one primary school in Singapore. In conclusion, the authors discuss the affordances of seamless mobile learning for enhancing one's lived experiences to build a living ecological relationship between the person and the environment, and how mobile technology can play a critical role for enabling such lived experiences.

• Hwankyungkyoyuk
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• v.19 no.3
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• pp.102-113
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• 2006

The purpose of this study is to devise proper plans for sustainable energy management in schools through applying school eco-audit to energy field. This study is performed by literature review and the analysis of case study. This study analyzes the energy-saving model school according to the three cores of eco-audit such as school administration system, teaching-learning method, and ecological policy, and the result of the study is as followings. First, according to the analysis of school administration system for energy education programs, the participation of all the school staff is very low, and the democratic decision-making system is unsatisfactory. Second, according to the analysis of teaching-learning method, the program is mainly managed by teacher-oriented method not by learner-oriented one. The effect on the education of energy-saving program is a little improved in cognitive area, but is insufficient in affective area. Third, in the aspect of the ecological policy, the practical energy-saving effect in schools is unsatisfactory, and shows the difficulty of continuing application of the program. Consequently, it is desirable to integrate the energy-saving program with the eco-audit for sustainable energy management in schools. Implementation of the energy eco-audit in schools for the sustainable development education as teaching-learning method could achieve extended effect for the earth environmental conservation.

• Hwankyungkyoyuk
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• v.13 no.1
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• pp.65-74
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• 2000

Environmentally literated students and adults should be able to use and apply the basic ecological concepts when considering environmental problems and issues. Because ecology forms the foundation of environmental education, a review of the literatures on the degree of students' understanding for ecological concepts can provide useful insights for environmental educators. The purposes of this study were as follows: first, to analyse the parts connected with ecological knowledge of two environmental education books, ‘environments’(middle school) and ‘environmental science’(high school), second, to investigate the level of understanding on ecological concepts by the use of new developed instrument. The 20 most important ecological concepts from Cherrett(1989) and the important ecological concepts' lists from Hungerford and Volk(1990), Ramsey, Hungerford and Volk(1992), Volk(1993) would be recognized and endorsed by most environmental educators as concepts essential to environmental literacy, We referenced these informations and sequenced ecological knowledge as four main categories(communities, populations, ecosystem, man as a component of the nature systems). We have used it as a criterion in the analysis of teaching materials and the development of a new test instrument($\alpha$=0.81). According to the analysed results, the understanding levels for scales and relationships of communities, populations, ecosystem were high but those for individual concepts and differences were low. By the analysis of Korean High School EE book, ‘environmental science’, learning for some concepts(succession, material cycling, niche etc.) has pointed out as one of problems. Environmental educators must pay a careful attention to the concepts that showed high rates of incorrect answer and this work will contribute toward consolidating the basis of EE and help the accomplishment of the ultimate goals in EE.

• KIEAE Journal
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• v.11 no.2
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• pp.97-104
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• 2011

Over the years, there have been many school construction projects resulting from the activation of the Build Transfer Lease(BTL). Furthermore, due to the need for the qualitative expansion of educational facilities, as well as the attempt to fulfill social requirements and the need for eco-friendly learning environments, these projects have become a major priority. As a result, the government has established a proper standard for school construction based on a certain level of green certification that has been mandated. The aim of this study is to assess the status of schools as relates to the composition of the ecological environment surrounding them. These elements of eco-friendly school facilities are larger than the educational environment and are directly related to the environmental and educational effects on the students. Looking at the overall results of this study, the areas of ecological environment outside school are found to be inadequate. Therefore, this field needs to adopt more realistic goals, and focus on the areas where the most improvement is needed.

• Education of Primary School Mathematics
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• v.14 no.1
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• pp.1-12
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• 2011

This paper provides an outline of mathematics education based on the classroom ecology. Ecology is the subject that concentrates on the relations of human and environment. As mathematics education consists of many factors, it is natural that mathematics education should be interest in the perspective of ecology. This paper examines the meaning of ecology and classroom ecology of mathematics education in the perspective of ecology. And it provides the directions of ecological mathematics education. In special, I set the frame of mathematics classroom in the perspective of ecology. The ecological structure divides microsystem(teacher, student, content), mesosysten(relations of microsystems), exosystem(school), and macrosystem(the objects of mathematics education). Lastly, I suggest the ways of mathematical learning and research of classroom ecology in mathematics education. For we should focus the improvement of students' mathematical ability, we must search for the various teaching and learning methods and the ares of research in the perspective of ecology classroom. Therefore, we should be interested in the classroom environments as well as teaching methods, contents based on the ecology classroom in mathematics education.

• Journal of the Korean Applied Science and Technology
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• v.39 no.6
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• pp.738-747
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• 2022

The purpose of this study is to construct a knowledge structure for the application of physical education in ecological marine sports. As specific exercises, a volleyball game (beach volleyball) and open water swimming were set, and a knowledge structure analysis framework was used for the study. Expert consultation was conducted to secure the validity of the study. The study results are as follows. First, a knowledge structure based on the 2022 revised physical education curriculum was prepared. Second, the basis for the application of physical education classes for ecological marine sports was prepared. Third, learning contents in the knowledge·understanding domain, process·functional domain, and value·attitude domain of beach volleyball were proposed. Fourth, learning contents of knowledge·understanding domain, process·function domain, and value·attitude domain of sea swimming were proposed. This study is meaningful in that it prepared in advance for the realization of the 2022 revised physical education curriculum to be introduced in the future.

• Hwankyungkyoyuk
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• v.23 no.2
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• pp.1-15
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• 2010

Ecological restoration aims to reverse the degradation of ecosystems that occurred as humans have affected landscapes. This study was conducted in part of a larger project to develop participatory ecological restoration procedures for disturbed areas in Baigdoodaegahn which is a major mountain range in the Korean Peninsula. The case of alpine farmland at Kangwon-do was selected to apply the theoretical framework of participatory restoration since the nutrient contents in alpine solid under vegetable cultivation degrade water quality in the watershed while farmers in the region are economically struggling due to imports of vegetables from China. The reciprocal model of restoration was applied to cope with interactions between human and ecosystem needs in ecological restoration. A series of environmental education and eco-tourism programs were developed and incorporated into the participatory restoration project to rebuild social-cultural aspects of the community as well as to restore the biophysically disturbed area while meeting both ecological needs and human needs. This study suggests that participatory projects will be more successful when experts support the local residents and citizens in restoration process, when leadership are developed through social learning, and when ecological, financial and social factors of restoration are integratedly considered.

• Journal of Korean Home Economics Education Association
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• v.35 no.2
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• pp.1-20
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• 2023

The purpose of this study is to extract and analyze ecological citizenship elements in the middle school home economics textbook used in the 2015 national curriculum for the introduction of ecological transformation education in the 2022 national curriculum. As a result of the analysis, the content analysis of the ecological citizenship factor was validated by six experts who are incumbent middle school home economics teachers, and the S-CVI value was 0.97, ensuring the validity of the ecological citizenship factor analysis. The results of analyzing 242 ecological citizenship factors extracted from home economics textbooks are as follows. According to the content area of the 2015 national home economics curriculum, the 'human development and family' area had the highest presence of ecological citizenship factors followed by the 'resource management and self-reliance' area and the 'home life and safety' area. Among the categories of ecological citizenship factors, 'value⋅attitude' was the most frequent, followed by 'process⋅function' and 'knowledge⋅understanding'. For each textbook composition system, ecological citizenship elements were extracted in the order of pictures, text, activities, and supplementary materials. There was a significant variation in the number of ecological citizenship factors among publishers, indicating the importance of the textbook writers' perception, interpretation, and direction of writing. Based on these analysis results, ecological citizenship teaching and learning activities applicable to home economics education were presented. This study highlights the potential for practicing ecological citizenship education in line with the new orientation of the curriculum on ecological transformation education through home economics education. Furthermore, it provides valuable baseline data for the development and implementation of textbooks for the 2022 national curriculum.

• The Journal of the Korea Contents Association
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• v.17 no.11
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• pp.354-363
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• 2017

The purpose of this study sought to analyze the achievement of educational training of IS-Geo's (International School for Geoscience Resources; IS-Geo's) according to the structural relationships between these components by incorporating variables and those that affect learning outcomes from the Learning ecological perspective. Therefore, from January 2014 to December 2015, data analysis was conducted based on the data collected by the questionnaire for class satisfaction, which was conducted after the operation of the educational training program. The principal result is as follows. First of all, Interventions that affect learning outcomes from the learning ecology perspective have resulted in internal factors of both learning motivation and learning development, intermediate factors of both contents of education and learning curriculum, external factors of both learner support and quality of instructors. The structural relationships between the designed factors of performance indicators of interdisciplinary achievement and sub-factors have been influenced in the structural implications of internal factors, intermediate factors, and external factors that affect the learning outcomes of educational trainees who participated in the educational training programs of IS-Geo's. Also, internal factors, intermediate factors, and external factors have directly affected learning outcomes for educational trainees.

• The Journal of Sustainable Design and Educational Environment Research
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• v.19 no.3
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• pp.26-37
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• 2020

The purpose of this study is to prepare a plan for the development of an ecological audit program that can be applied to the elementary school curriculum for sustainability education. School ecological audits enable students or groups of students to identify and solve the school's environmental problems on their own, thereby fostering sustainable decision-making and attitudes. As a result of the study through literature research, an ecological audit project learning program applicable to the elementary school curriculum was developed. The developed program is aimed at 6th graders and is composed of 16 steps reflecting the procedural and ecological processes of the ecological audit. In order to settle the developed program in the school site and improve the school sustainability of the developed program, it is necessary to introduce a school environment management system that can periodically monitor the school environment, strengthen the capacity of school teachers, and provide a professional certification system outside the school. In addition, with this bottom-up policy-making system, students can expect to spread a sustainable school culture through environmental education activities.