• 한국환경교육학회지:환경교육
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• 제12권1호
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• pp.99-109
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• 1999

Environment education, which is a principal solution to environmental problems in the world, is being practiced in Korea through the national curricula for primary and secondary schools. However, it hasn't been effective so far to practice environment education within those schools where a variety of subjects are taught. The purpose of this study is to look for the possibility of practicing environment education and thereby to make some suggestions for effective environment education in the field of English education, which doesn't seem to have a close relationship with environment education. This study first specified prospective contents of environment education by analyzing the Seventh National English Curriculum. Then, on the basis of them, the study explored how to practice environment education in the field of English education. Finally, for effective environment education, it made some suggestions and emphasized the importance of consistent efforts.

• 대한공업교육학회지
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• 제31권2호
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• pp.233-256
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• 2006

이 연구의 목적은 우리나라 공업기술교과 성격과 내용이 유사한 외국의 교육과정을 비교 분석함으로서 교육과정 개정의 흐름과 방향, 그리고 교과의 목표와 내용체계에 대하여 고찰해 보는 데 있다. 이를 위하여 이 연구에서는 문헌연구를 중심으로 한 연구방법을 수행하였다. 이 연구에서는 우리나라 공업기술교과와 유사한 과목들이 편성되어 운영되고 있는 일본, 미국, 영국, 그리고 뉴질랜드와 호주의 교육과정을 중심으로 분석하였다.이 연구의 결과를 요약하여 정리하면 다음과 같다. 첫째, 우리나라 공업기술교과와 유사한 과목으로는 일본의 '공업기술기초'와 '과제연구', 미국의 '기술', 영국의 '설계와 기술', 그리고 뉴질랜드의 '기술', 호주 뉴사우스웨일즈주의 '설계와 기술' 등이 있었다. 둘째, 교과의 목표와 강조점을 분석한 결과, 우리나라는 공업기술은 공업에 대한 지식과 이해, 그리고 진로탐색에 초점을 두고 있었으나, 일본, 미국, 영국, 뉴질랜드, 호주의 경우에는 과정적 접근 방법에 의한 기술적 문제해결력을 강조하고 있었다. 셋째, 교육내용을 분석한 결과, 우리나라는 전반적인 공업 세계의 영역을 다루고 있었으나, 일본은 인간과 기술 및 환경의 관계, 가공기술과 생산기술, 과제연구를 다루고 있었으며, 미국은 지식과 과정, 그리고 맥락에 의한 내용표준을 제시하고 있었고, 영국, 뉴질랜드, 그리고 호주의 경우에는 설계과정에 초점을 두고 있었다. 이 연구의 결과를 바탕으로 후속 연구를 제언하면 다음과 같다. 첫째, 공업기술교과의 교육과정 운영에 대한 실태분석이 필요하다. 둘째, 공업기술교과의 목표와 내용체계에 대한 전문가와 이해관계자들의 인식과 요구분석이 필요하다.

• KIEAE Journal
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• 제7권6호
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• pp.45-52
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• 2007

The concern and recognition of the energy, environment, conservation of natural resources of the world today are raising, and sustainable development can't be considered in a way of separating development from environment any more. For sustainable development, a new educational infrastructure construction and paradigm coping with new environment through the whole education are needed. Accordingly, this research analyzed eco-friendly design curriculum among interior design major of 4year universities to help with reestablishing educational goal as a model for eco-friendly design curriculum development. According to this research, environment related subject were 91, the rate of 16.4% among total 1492 interior designs major, and among them, eco-friendly design related subjects were 15, which is the 6.4% of 91 environment related subjects, and which is 1.0% among total interior designs, through which we could see that eco-friendly design related subjects were very light weight in the total interior designs. So, the reasonable and concrete reform of eco-friendly design related subjects in 4year universities interior design curriculum seems to be urgent, and diverse eco-friendly design related subjects needed to be developed and established.

• 한국환경교육학회지:환경교육
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• 제14권2호
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• pp.15-27
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• 2001

The purpose of this study is to understand and compare the characteristics of the content organization system of three Environment textbooks currently used, and to examine its connectivity with the teaching & teaming methods included in the Environment subject part of the 7th Korean National Curriculum. For the analysis three Environment textbooks for middle school and their teacher's guide books by three companies. published(A, B, and C) The result of the taxonomic analysis showed that three Environment books had different steps to get to the lesson class unit in the way that A of six steps, B of five steps and C of seven steps. The amount of main text was different In the domains of'Human and Environment','Environmental Problems and its Counter-plan'and'Environmental Conservation'of three textbooks each. All of three textbooks had the biggest percentage in sub-domains of'Living Environment to Keep'and'Global Environmental Problem'in 'Environmental Problems and its Counter-plan'domain. Considering teaching & loaming methods all of three textbooks contained many activities as 55 in A, 66 in H and 91 in C. Among 9 teaching 8E teaming methods and others listed in the Environment subject part of the 7th Korean National Curriculum, the investigation method is most frequently used in all of three textbooks. The drama, the paly and the case study were used rarely as teaching & teaming methods in activities In the consideration of the content amount regarding academic fields, it was revealed that three textbooks overemphasized the aspect of natural sciences comparing the aspect of human & social sciences aspect as a whole. Generally the appendix section of all three textbooks were well organized to support the teaching and teaming activities in main text.

• 한국문헌정보학회지
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• 제42권3호
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• pp.133-168
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• 2008

도서관 정보 환경의 발전에 따라 서비스를 개선하고 이용자 요구를 충족시키기 위해 사서들은 필수적으로 계속교육 프로그램에 참여하고 있다. 대학도서관사서들을 위한 계속교육 교과과정을 개발하기 위하여, 국내외 선행연구와 현행 계속교육 프로그램 사례를 고찰하였으며. 우리나라 대학도서관 사서들을 대상으로 설문조사를 수행하여 교육 요구 주제를 식별하였다. 분석 결과를 기초로. 학습자를 중간관리자와 실무자로 구분하여 각각 계속교육 교과과정을 개발하였다. 중간관리자를 위한 교과과정은 9개 영역 27개 과목으로 구성되었으며 실무자를 위한 교과과정은 7개 영역 25개 과목으로 구성되었다. 또한 수요가 높은 부문을 직급별로 하나씩 선택하여, '도서관 마케팅'과 '디지털정보자원 구축 및 관리' 과정에 대한 구체적인 교육프로그램 모델을 개발하였다. 교육프로그램 모델에서는 교육목표. 교육내용, 교수학습 전략, 교육시간, 교수방법과 도구 강사진 등에 관한 사항을 제시하였다. 마지막으로 계속교육의 정착과 발전을 위한 방안을 제언하였다.

• 교육녹색환경연구
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• 제21권2호
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• pp.11-24
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• 2022

본 연구는 학생중심의 다양한 교수학습방법을 운영하기 위한 교과교실 환경을 도출하기 위한 연구로서 다음과 같은 결과를 도출하였다. 첫째, 각 교과목별 장기 및 단기 프로젝트수업의 유형 구분 없이 대부분 강의, 토론과 협의, 자료 검색, 보고서 작성, 발표, 작품전시, 기타 등이 공통적으로 도출되었다. 특히 다양한 수업이 동일 시간대 운영 될 필요성이 제시되어 단위 교과교실 내 통합 교수학습운영 환경이 필요함을 알 수 있었다. 둘째, 실습교과의 특성상 하나의 주제수업을 진행하기 위해 강의 및 토론 수업 등과 함께 동시에 실습수업이 연계된다는 점을 고려하면 실습교육과 동시에 강의 등 다양한 수업이 동시에 이루어질 수 있는 전문 교과교실 체계로 전환이 필요한 것으로 판단된다. 셋째, 미래 다양한 수업 유형의 실현을 위한 교과교실 공간크기의 적정성을 파악한 결과 특히 실습교실의 공간 크기는 이론수업용 모둠교구 배치 영역과 함께 실습전용 공간 및 작품 전시 영역 등을 포함한 공간 규모가 확장되어야 함을 알 수 있다. 이와 같은 연구 결과를 토대로 미래 교수학습 수업운영을 위한 공간 환경으로는 교과공용교실제를 기본으로 학생수 규모 및 수업 비중에 따라 강의전담실, 토론 및 발표 전담실, 프로젝트학습실 등 전문 교과교실을 확보하는 것이 학생 중심의 교수학습방법의 다양한 운영을 실현 할 수 있을 것으로 파악된다.

• 한국환경교육학회지:환경교육
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• 제12권1호
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• pp.172-188
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• 1999

Mathematics has been usually recognized as value-neutral and anti-ideological subject, and as a result, it has not dealt with environmental problems clearly. Also, it is not easy to find any environment-related contents in the 7th mathematics curriculum. However, because mathematics is also precious human products and essence, in any ways there is a need to reflect the social issues in the mathematics subject which speak for human mental activities. If this need is admitted to change the mathematics contents to the direction of social issues, environmental problems can stand out and be dealt in the mathematics education. Among the 6 domains in the 7th mathematics curriculum, the environmental problems can be dealt with in the domains of ‘numbers and operation’, ‘letters and formulas’, ‘regularity and function’, ‘chances and statistics’, ‘measurement’ except in the domain of ‘diagrams’. Also, the '문장제들' which takes up a considerable part of mathematics textbooks needs the authentic situation, and thus it will be possible to take environmental situations as mathematical materials. Furthermore, one of the 7th mathematics curriculum is that it suggested further study in each level of each domain, the representative pattern of which is the application of the mathemantics contents to the daily life. With this kind of mathematics further study contents, environmental problems can provide a variety of contents for the further study. From this viewpoint, it can be expected that the contents of environmental education will be increased in the mathematics subject. Under the recognition that the mathematics subject cannot be an exception in considering environmental problems, this study has studied some concrete plans and examples for how the mathematics textbooks based on the 7th educational curriculum can deal with environmental Problems.

• 한국환경교육학회지:환경교육
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• 제11권2호
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• pp.156-176
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• 1998

On the border between the Geography subject and the Science subject, much of the content area is found to be interrelated or shared in common due to the characteristics of each subject. This possibly causes a problem of which of the two subjects should treat these overlapping areas with more responsibility and importance, and, as a result, might cause teachers to neglect the areas and result in insufficient treatment of the areas on both sides. In other words, these overlapping area can be overlooked on both subjects. On the other hand, as the science subject treats these areas more deeply and widely in both quantity and quality, the geography subject might lose its original content area to the science subject and accordingly lose its characteristics as an independent subject. To conclude, the following suggestions must be taken into consideration when we develop and organize the environment-related unit in the geography subject. First, the various real cases damaged by pollution, the efforts and steps to avoid being polluted, the inquiry questions and activities to set up the value of the environment conservation, and sufficient assistant materials such as maps, graphs, photos, illustrations, statistics, which will help to realize the environment problem more directly and clearly, must be presented in the textbooks. Second, as the environment education is not just teaching the environmental pollution, the content should be composed for the students to realize the value of the environment and to change their awareness and attitude toward the environment. Third, the environment education cannot be restricted to a certain subject, or it needs to be approached in multi-subject areas. To exercise a effective environment education while we maintain the unique characteristics of the geography subject, a way to link the environment and the region, which is one of the main concepts of geography, should be developed. Finally, textbooks are indispensible materials to teaching-learning, but for more effective teaching the teachers of geography should try to recompose and reorganize the content and to develop newer and more effective teaching material-aids.

• 한국환경교육학회지:환경교육
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• 제22권3호
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• pp.125-135
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• 2009

In this study, we discuss pedagogical content knowledge (PCK) of pre-service environment teachers since PCK is one of the most important professional competencies for teachers. In Republic of Korea, environmental education is taught as an independent subject in middle and high schools. Thus, pedagogical content knowledge (PCK) of environment teachers plays an important role for quality EE at schools. The purpose of this study is to find out the PCK(Pedagogical Content Knowledge) of pre-service environment teachers. Researchers collected and analyzed data from four environmental education department. Study method used a questionnaire for eighty-two pre-service environment teachers. The study results are as follows. Seven part of PCK(Knowledge of Instructional Strategies, Knowledge of Representation, Knowledge of Subject Matter, Knowledge of Evaluation, Knowledge of Students, Knowledge of Curriculum, Knowledge of Environmental Context) exists the significant difference in pre-service environment teachers. The highest part is the Knowledge of Environmental Context and the lowest part is the Knowledge of Evaluation in pre-service teachers. So the curriculum of environmental education department will be changing that emphasize the Knowledge of Evaluation and the Knowledge of Students.

• 한국환경교육학회지:환경교육
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• 제16권1호
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• pp.1-11
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• 2003

The discussion about environmental education is a little new concept which emerged remarkably in late 1960s. The environmental education means the educational curriculum which make sure value understanding and conception to develop function and attitudes necessary for the proper understanding and evaluating the interaction between human beings and physical environment Centenng an important geographical paraingm for 'the interaction between human beings and physical environment', to make the students understand the concept of environment and know environmental problems are the tasks to be pursued in environmental education courses in the middle school geography classes. The reasonable understanding of environmental problems and voluntary participation through the efficient environmental education in middle school geography classes, not only the systemization of educational curriculum and other needed changes mentioned above, but also the development of policy and institution in national government accompanying with earnest attention and effort must be made in environmental education and other environment-related fields.