• 한국환경교육학회지:환경교육
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• 제19권3호
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• pp.20-39
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• 2006

The purpose of the study is to develop e-Learning contents of environmental education for middle school students. The contents were developed based on literature review, the analysis of domestic and foreign programs and e-Learning contents on environmental education and expert advice. There are five main characteristics. First, this program has 12 sessions and is divided into six parts: introduction, air, water, animals and plants, soil, and resources and energy. Second, the contents were developed with consideration of middle school students' consist of optimized for learners by analyzing the needs of middle school students. Third, each part consists of five steps: "open", "unfold", "foster", "strengthen & refine", and "addition." Fourth, the contents have been developed in line with SCORM, an international standard for distnt education, to ensure reusability, accessibility, interoperability, and durability. Fifth, the contents are developed for blending online and off-line education. Developed program evaluated by 8 environmental education experts according to 10 evaluation item of total contents and contents development structure. In result, it evaluated comparatively high score.

• 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.

• 한국토양비료학회지
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• 제45권1호
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• pp.103-106
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• 2012

To investigate distribution characteristics of heavy metals in soils in the vicinity of King Sejong Station of King George Island, Antarctica, Fe, Mn, Cu, Zn, Pb, Co, Cd, Cr, Ni and Mo contents were investigated under different distances and directions from King Sejong Station. 13 sample sites were distributed from King Sejong Station. In site 4, the Cd content was higher than that in other sites. The Cr content was the highest in site 9, and the Ni and Mn contents were high in site 12. Cu, Co and Zn were highly contained in distance 1~2 km from King Sejong Station. Cd, Cr, Ni and Mo contents were lower, whereas Fe, Mn, Cu, Zn, Pb and Co contents were higher than other heavy metal contents at all sites.

• 한국환경교육학회지:환경교육
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• 제17권2호
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• pp.38-49
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• 2004

In recent years there has been a growing recognition that presenting principally environmental issues in environmental textbooks is a form of local, national, regional, and global issues. The environmental textbook in the 7th environmental curriculum is to be composed of contents that could encourage the inquiry of value and change of attitude to take part in environmental preservation on the foundation of the comprehension about ecosystem. Therefore, the present study analyzed the difference of the contents of the environmental issues between the 7th national curriculum and textbooks in the middle school environmental education. The analytical results of this study are as follows: Firstly, there are total 4 sections related to environmental issues in environmental curriculum of middle schools. The content areas that are included ‘Environmental Preservation and Development’, ‘Getting the Hot Earth’, ‘Decreasing Forest and Increasing Desert’, and ‘Pleasant Surrounding and Quality of Life’. Secondly, an environmental textbooks that are used in school education edited for direction that coincide in motive that is ‘real life-centered education’ that is presenting in the 7th environmental curriculum. Specially, introduction to local environmental issues coincides the intent of the curriculum revisions that are ‘environmental education within everyday life’ and ‘contents of local-centered environmental education’. These findings have implications for teaching about environmental issue in school environmental education.

• 자원환경지질
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• 제26권4호
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• pp.465-472
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• 1993

The heavy metal contents are more abundant in stream waters, paddy soils and rice plants in the vicinity of abandoned mines compared to the surrounding areas in the Kyungpook province. However, these contents tend to decrease with distance from mines, and show some variation under different geological and geochemical environments. The Sin-stream waters have high contents of Cu=4.9 ppm, Pb=0.1 ppm, Zn=3.5 ppm and other heavy metals (Ni, Co, Cd) at Dalsung abandoned mine and low contents of Cu=0.4 ppm, Pb=0.1 ppm, Zn=0.1 ppm and other metals= 0.002 ppm in the surrounding area. The high contents decrease in the downstream in the area of calcareous sedimentary rocks. The paddy soils have high contents of approximately Cu=51 ppm, Pb=83 ppm, Zn=211 ppm, and Cd=11.3 ppm in the vicinity of Gunwi abandoned mine but low contents of Cu=4.5 ppm, Pb=2.9 ppm, Zn=60 ppm and Cd=0.4 ppm in the surrounding area. The Dadeog abandoned mine also shows similar trends to Gunwi mine. The contents of heavy metals of rice plants are high in the roots but trends to decrease through stem+leaf and become low in brown rices.

• 농업과학연구
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• 제42권3호
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• pp.167-175
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• 2015

The present study aimed to investigate the effects of drought stress on the accumulation of glucosinolates (GSLs) in the leaves of Kale cultivated in autumn and spring. HPLC analysis guided to identify seven GSLs including progoitrin, glucoraphanin, sinigrin, gluconapin, glucobrassicin, 4-methoxyglucobrassicin and neoglucobrasscin. Quantification of GSLs revealed that the contents of sigirin was the highest (45%) followed by the level of progoitrin (24%) in terms of total GSLs. The ranges of total GSL contents was 1.16 (84)-15.88 (89 DAS, ${\mu}mol/g$ dry wt. (DW)) in treatment plot and 1.23 (84)-7.05 (74 DAS, ${\mu}mol/g$ dry wt.) in control plot showed the enhancement in the contents of GSLs in treatment than in the control plot. The present results evidenced that the variation of total GSL contents were depending on the harvest period. In 105 DAS, comparatively no differences in the GSL contents on each sample in autumn season, whereas in spring season, although there was decrease in the GSLs tendency from 74 DAS to 84 DAS in both control and treatment plot, the GSL contents of treatment plot was dramatically increased in 89 DAS. In treatment plot, the GSL contents on 89 DAS (1.16) was 15 fold higher to 84 DAS ($15.88{\mu}mol/g$ DW). The variation in the contents of GSL in spring and autumn did not documented significant differences because of their differences in the growth time and cultivation conditions. In conclusion, the GSL contents in kale was likely to be affected by drought stress treatment. Scrutiny and further research for exact relation between drought stress and GSL contents in kale should be needed.

• 한국환경교육학회지:환경교육
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• 제22권1호
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• pp.97-109
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• 2009

The purpose of this study is to grasp the degree of recognition of the ESD(Education for Sustainable Development) form Technology Home Economic teachers in high schools, to analyze contents related to the ESD within the textbooks, and to propose the improvement method of the textbooks. As a result, first, the degree of recognition on the ESD was less than about 30.1% in Technology Home Economic teachers. Second, the content and factor criterions for the ESD were developed on the basis of the previous studies. They are suitable for applying to the Vehicle Chapter in the textbooks and are including 9 contents and 7 factors, respectively. Third, the contents related to the ESD within a Technology. Home Economic textbook showed 36.1% in Technology, 33.8% in Home Economics including social and cultural(44.7%), environmental(47.1%), and economic contents(8.2%). But they in the Vehicle Chapter within the textbooks presented 69.1%, 4.8%, 26.1% in social and cultural, environmental, and economic contents, respectively. Finally, the improvement method of the new textbook for the Vehicle Chapter is to adopt issued factors including the suitable adjustment on the vehicle structure and safety as well as the supplement of environmental contents related to the ESD. In addition, it is necessary to contain the contents such as the developing process of environment-friendly vehicles, the economically sustainable consumption strategy, and the cause-and-effect relationship with the global warming in the new textbook.

• 한국환경교육학회지:환경교육
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• 제24권2호
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• pp.86-98
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• 2011

Water problems recently, not only influence environmental issues such as water quality and water management but also influence socioeconomic issues such as poverty, gender, and regional conflicts. Therefore there is increasing attention on water education as part of the environmental education. Yet water education in formal education is only treated with particular subjects like science and social studies with limited contents which fails to cover the social, economic problems related to water thoroughly. Also, though there is an active water education on the field of informal education. its contents are also very limited. Water education requires the implementation of a comprehensive and holistic approach that can holistically consider economic and social problems as well as environmental problems. Therefore in this research, 'water education for sustainable development' is set up as a direction of contents development which include interdisciplinary and holistic aspects. Contents development of water education for sustainable development is an reflection of the experts and teacher's opinions and contain of: main category dividing into three pillars of sustainable development such as environment, economy, and society, and subcategory covering environmental science's objective including knowledge, skill, attitude, and action as well as local, national, regional, and global issues.

• 한국환경교육학회지:환경교육
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• 제12권1호
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• pp.134-149
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• 1999

In this paper an attempt was made to establish a direction in systematizing the technical education with regard to the relation to environmental education. This study was made mainly through literature review concerning the relationship between technology and environment, and thus this study has a purpose of connecting the contents of technical education with environmental education. It will provide referential data for environmental education. The main text of this study dealt with which goal to establish in the technical education from the viewpoint of academical position considering the relationship between technical education and environmental education. Also, it dealt with the organization of contents of environmental education according to the 7th curriculum and, as a result, it reached the following conclusions: In the first place, technology and environmental education which have close relationship with each other should be considered in the developmental aspect. In the second place, technology, in any directions, affects natural environment. In the third place, environmental education should be done by the integrated approach and one of the alternatives can be through SET education including society and culture, environment, and technology all together. In the fouth place, the environmental education should be environmentally sound and developed sustainably so that the technology can be developed along with environment. One example can be found in the ecological architecture. In the fifth place, the environmental education which is a souce of technical education has its necessity in 8 aspects. In the sixth place, according to the 7th curriculum, the following can be the teaching contents which will connect technical education and environmental education: gardening, vegetable raising, planting and trimming, the future techniques, energy and transportation techniques, and so on. In the seventh place, the technical education can have seven goals concerning environment. In the eighth place, the environmental education in the technical education should be considered in the aspect of contents, of teaching and learning, of evaluation, and of the relations with subjects. In the ninth place, should be included as teaching materials of the units of technology textbooks where environment education will be dealt with.

• 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.