• Journal of Environmental Science International
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• v.11 no.7
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• pp.611-620
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• 2002

The purpose of this study was to analyze the elementary school teachers＇perception toward the environment-related subjects in science education and to investigate their instructional methods in delivering the subjects in the classroom. The participants of this study were 300 elementary school teachers sampled from elementary schools in Kyung Nam Province. The findings of this study were as follows; First, more than half of the teachers surveyed showed that the environment-related units and contents in the science textbook were insufficient to the existing issues. Second, the large portion of teachers responded that the teaching materials in the textbook were insufficient to deliver the contents. Third, the largest portion of respondents replied that their preferred instructional method was a teacher-directed instruction followed by a case study approach. Fourth, in terms of the effectiveness of environmental education, both male and female teachers showed negative responses. Furthermore, male teachers were more negative than female teachers. Fifth, total means of their preference of the environment-related units was 3.13. The unit for sixth graders titled｀Environmental Pollution and Protecting Nature＇showed the highest preference, whereas the unit for fifth graders titled｀Structure and Functions of Plants＇showed the lowest preference. Sixth, there was no statistically significance in gender and their working areas. Seventh, there was statistically significant differences between male and female teachers in terms of teaching experience. In detail, the teachers with 5 to 9 teaching experience showed the lowest scores, while the teacher with more than 15 years teaching experience showed the highest scores in their perception of the units. Eighth, there was a significant difference between two groups in terms of their educational background. For example, two-year college graduates showed higher preference than four-year college graduates.

• Hwankyungkyoyuk
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• v.24 no.4
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• pp.1-10
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• 2011

The purpose of this study is to investigate effects of environmental education using method of rephrasing lyrics of songs on environmental sensitivity. In order to perform this study, 60 sixth-grade students in an elementary school in Seoul are selected and divided into two groups. Half of the students belong to the experimental group which undergoes environmental education using method of rephrasing lyrics of songs. The others are in the control group which gets traditional environmental education with textbook. A questionnaire was used to survey effects of environmental education using method of rephrasing lyrics of songs. The results of this study are as follows: First, it is found that the environmental education using method of rephrasing lyrics of songs is effective on building up the environmental sensitivity. Second, the environmental education using method of rephrasing lyrics of songs is effective on 4 domains of the environmental sensitivity - positive reception, expectation, disagreeableness and anger for environment and environmental problems. Moreover, the environmental education using method of rephrasing lyrics of songs makes the students in the experimental group have pro-environmental attitudes and behavior. This study revealed that using method of rephrasing lyrics of songs could be effective on the environmental education. Therefore, we have to provide a variety of chances using this method to enhance the environmental sensitivity.

• Hwankyungkyoyuk
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• v.21 no.3
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• pp.66-78
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• 2008

Since Environmental Education in Elementary School is taught separately in various subject area, a well-founded and organized curriculum in integrated Environmental Education is needed to educate teachers for professional development. In this research, a curriculum for elementary teacher in-service training program was developed in order to improve both environmental and educational competencies of elementary school teachers. The curriculum was based on the needs analysis on Environmental Education training for elementary school teachers. Also it was based on international and updated perspectives on Environmental Education, Education for Sustainable Development. The curriculum consists of the introduction and the particular perspectives. The particular is made of 60 hours, which covers 6 perspectives on environment. They are ecological perspective, environmental ethics perspective, social-cultural perspective, economic perspective, environmental hygienic perspective, and environmental policy. Environmental policies of Korea and the world were included so that teachers will understand efforts made at national level and participate more to environmental action in their schools. Lesson objectives were specified for teachers to apply this curriculum to their classroom easily. Related elementary curriculum and textbook were indicated at the end of each lesson so teachers can link their training setting with their classroom setting. Especially, in this curriculum various teaching and teaming methods for each lesson are introduced. Thus, this re- search is very practical for elementary school teachers who are planning to teach environment in their classroom.

• Hwankyungkyoyuk
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• v.23 no.1
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• pp.13-26
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• 2010

As an effort to realize the results of last two years of study, this study had three distinguished purposes: 1) confirming whether some requests for corrections had been accepted or not 2) making a list of possible errors found in newly written textbooks and asking to fix them, and 3) classifying forest related contents identified in the textbooks according to the 150 topics included in information material, so called Forest IQ 200. Among 94 errors associated trees, forest or forest education, only thirteen of them were found to be fixed according to the request made in previous study of 2008. Especially, most of the fixed errors were identified to be in natural and social science subject textbooks and nothing was found in art and language areas. Total of 1,320 forest related items were found in the textbooks at the level of kindergarten to 10th grade(freshman in highschool). Korean student was expect to have a chance to learn forest related items 1.64 times a week for 10 years(First to 10th grade). Analyzing 1,109 contents in terms of four topic areas of forest education, the forest culture area was found to have most content of 348 including painting and recreation. Some suggestions were made to make school forest education better, and publishing the forest textbook for elementary schools was one of them.

• Journal of Korean Elementary Science Education
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• v.37 no.3
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• pp.285-295
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• 2018

The purpose of this study is comparing cognitive development of elementary $4^{th}$ graders and cognitive demand of activities in lesson 'The mirror and the shadow.' Also, the researchers tried to reveal how cognitive development of elementary $4^{th}$ graders and cognitive demand of textbook activities affects the achievement of students. To study students' cognitive development, the researchers use GALT(Group Assessment of Logical Thinking). Piaget's scientific thinking is used to evaluate cognitive demand of textbook activities. With several experts in science education the researchers discussed which scientific thinking is contained in each activities. The results were followed as : (1) The third of activities are significantly affected by students' cognitive development. (2) The another third of activities are influenced by not only students' cognitive development but also other factors experimental instrument. (3) The environmental factors had meaningful impact on the other third of activities.

• Journal of the Korea Fashion and Costume Design Association
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• v.17 no.1
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• pp.117-130
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• 2015

As environmental issues have become a worldwide concern after the 20th century, the idea and the term of 'green growth development' has become familiar to the public. After 2008, the green growth development dramatically became an important ideology in Korea; thus industries, studies and product investments in relation are in active progress. Following the trend, the latter major unit of the middle school textbook "Technology & Home Economics" was named the revision of elementary, middle and high school textbooks in 2009. The learning goal of 'green' or 'eco-friendly' of the revised edition of the textbook will guide the middle school students to have better understanding of the issues of clothing habits and the environment. Furthermore, students will be able to apply the 'green' concepts in their real life and put eco-friendly clothing habits into action. Thus, the practice of effective learning will depend on the quality of the current issue of the textbook. Therefore this study analyzes the eco-friendly contents of the semi-unit from 7 different textbooks and presents an example of textbook production to the preliminary teacher of home economics.

• Hwankyungkyoyuk
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• v.21 no.3
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• pp.13-25
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• 2008

This study examined the educational effects of journal writing on environmental literacy of elementary students. Thirty-one 3rd grade students were involved in the journal writing which is considered as one of the most frequently performed writing activities in elementary students. Topics for the journal writing were chosen from a textbook on the environment. Before and after the journal writing, an instrument was used to measure the environmental literacy of the students. The environmental literacy instrument was originally developed by Jin (2004) then were modified by Kim (2005) for elementary students. The results of this study are as follows. The environmental literacy of the students, on average, was improved from 140.84 (74.5%) to 161.84 (85.6%) after the journal writing and the difference was statistically significant(t=7.46, p<.001). The environmental literacy scores were significantly improved in every variable after the journal writing: ecological knowledge(t=3.60, p<.01), environmental sensitivity(t=2.54, p<.05), knowledge of environmental issues(t=3.11, p<.01), environmental attitude(t=5.92, p<.001), environmental concern(t=5.27, p<.001), sense of environmental crisis(t=2.97, p<.01), environmental issue investigation and action strategy knowledge (t=2.34, p<.05), environmental skill(t=4.86, p<.001), locus of control(t=5.63, p<.001), and responsible environmental behavior(t=4.64, p<.001). This study also shows that improvement of the students was statistically significant in each of the four levels of goals in environmental education: EE goal level I (t=4.22, p<.001), level II (t=7.53, p<.001), level III(t=5.01, p<.001), and level IV(t=5.46, p<.001). The results imply that the journal writing on the environment is effective in cultivating elementary students' environmental literacy and in achieving goals in environmental education.

• Hwankyungkyoyuk
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• v.21 no.3
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• pp.1-12
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• 2008

This study is aimed at suggesting ways to develop field trip or learning materials focusing on environment of Jeju seashore in order to make an effective field trip. To perform these purposes, the contents and concepts were analyzed from environment-related 'geological unit' of elementary science textbook. Afterwards, the places having the geological features in coincidence with them are chosen, and investigated, and these regions can develop into geological teaming places for field trip. Each teaming spot focuses on understanding and finding out the characteristic geological environment of rock shore, gravel shore, sand shore, shellfish shore, and tideland shore among Jeju shores. When field trip is conducted at the preparatory stage, students can get advance knowledge on geological concepts from textbook. The activity record paper is presented at the field trip stage where students observe geological phenomena on their own. After field trip is finished, the summary stage is given to solve some problems on the basis of the observed contents. The developed data from this research have its regional limits, but is surely useful for teachers who try to plan field trip when they especially choose the right field trip spots, or plan to make the process for field trip preparation of the environmental education. Furthermore, with this survey and activities, students can take the chance to improve the learning effect through their own experience on environment of Jeju seashore.

• Journal of Environmental Science International
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• v.30 no.3
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• pp.207-218
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• 2021

This study was conducted to provide basic data for the establishment school forests in order to utilize school forests as a place for environmental education through analyzing the planting status in elementary schools located in Changwon-city. School forests including meditation forest were the largest in Yongho elementary school (below e.s.) in meditation forest school and Dogye (e.s) in normal school. Jehwang (e.s.) and Sangnam (e.s.) showed the most abundant green area given for the management per member. The number of planting species and individuals in school forests differed greatly by elementary schools. There was also a difference in the number of planted species for establishment of meditation forest. There were no significant difference the concordance rate between the plants planted in the school forest and the plants mentioned in the textbook between meditation forest schools and normal schools. Index of ecological health averaged 3.2 for meditation forest schools and 2.4 for normal schools, which is the result of increase in green area and green rate due to the establishment of the meditation forest.

• Hwankyungkyoyuk
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• v.24 no.2
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• pp.35-53
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• 2011

The purpose of this research is placed on the development and application of environmental play programs for elementary school students their utilizing the neighborhood learning gardens in their districts to find its effectiveness. The research questions drawn to attain the purpose of the research are as follows. Initially, analyze the contents related to the plant appearing in the textbooks of wise life, science and practical arts of the 7th elementary school curriculum. Secondly, develop a plant utilizing environmental play program targeted towards the 4th grade elementary school students with the results of the textbook analysis as the foundation. Third, apply the plant utilizing environmental play program into the classroom to verify its effectiveness. Based on the conclusion of this research, the following is to be proposed. First, the revitalization of regional environmental education utilizing the various surroundings of the region is essential. Also, the current method of education, which is focused on theoretical knowledge, and being operated in most of the schools need to be changed over to diverse environmental education programs that are linked with the region. For this, an internet based database, information sharing and exchange program centralized around the regional environmental education center needs to be prepared. Moreover, since this research had developed an environmental play program utilizing plants that focused on the 4th grade elementary school students to verify its effectiveness, the development for environmental play programs dealing with various themes for each grades is required. Lastly, although this research has verified the effectiveness in the variables of ecological knowledge, environmental susceptibility, environmental attitude, environmental concern, environmental function and responsible environmental behavior amongst the variables of environmental literacy but there requires a succeeding research considering the variables that haven't been included in this research.