• Ecology and Resilient Infrastructure
• /
• v.2 no.1
• /
• pp.12-21
• /
• 2015

Social demand for ecological engineering and technology has increased in tandem with national economic growth in order to improve the environmental capacity of civil infrastructures. To meet this demand, the Korean Society of Ecology and Infrastructure Engineering (KSEIE) was established in January 2013 and has contributed to the development of ecological engineering technologies. However, the establishment of an educational system for human resources training in ecological engineering is still at an early stage, and it is imperative to develop a curriculum for producing the human resources that can understand and apply ecological principles and functions and that is equipped with the abilities required for ecological conservation, restoration, and creation. As part effort, the KSEIE held a forum, entitled Founding the Education for Ecological Engineering, to discuss the establishment of the education system for ecological engineering in Korea. In this paper, based on the discussions and suggestions made during the forum, we analyzed the current status of ecological engineering education in various disciplines - civil and construction engineering, biology and environment, and landscape planning - in domestic universities, and attempted to seek possible solutions based on the cases of foreign universities. Generally, ecology and other application curricula are taught as fragmented subjects and fields in domestic universities. The development of new education strategies and systematic curricula for multidisciplinary education, ecological response to climate change, and the expansion of research fields is required.

• Journal of Environmental Impact Assessment
• /
• v.14 no.1
• /
• pp.1-15
• /
• 2005

This study aims to analyze the objectives of environmental education in Environmental Impact Assessment (EIA) and the Education for Sustainable Development(ESD) factors used EIA in 'ecology and environment' textbook, and finally to analyze the situation and contents level of EIA domain in textbook to explore the possibility of the positive availability of EIA domain in high school for realization of effective ESD. To analyze the objectives of environmental education in EIA and ESD factors used EIA, researchers used the text, the activity and the teaching tip in three kinds of 'ecology and environment' textbook by the 7th curricula as the object of analysis. Framework to analyze the objectives of environmental education in EIA is the category of environmental education objectives of UNESCO presented according to 'Tbilisi Intergovernmental Conference on Environmental Education' and framework to analyze ESD factors used EIA is developed on the basis of the theory about EIA and ESD factors updated in this study. In conclusion, it proves that the EIA domain through the activity is effective for realization of ESD. According to the analysis of the study, it is proposed that the follow-up studies on the improvement of EIA domain in textbook in both quality and quantity as well as 'the teaching & learning methods and various development of teaching materials, etc: based on the emphasis on the activity are needed to progress steadily for realization of effective ESD in high school in the future.

• Hwankyungkyoyuk
• /
• v.22 no.3
• /
• pp.15-30
• /
• 2009

This study focuses on the comparison of PBL and GBS. PBL is a famous model that emphasizes diversity of students and self directed learning within the theory of constructivism. GBS has not been studied that extensively. GBS is most similar to PBL but this model has not been actively applied to school education. This study focuses on how to enhance students' interest in an educational environment that is encompassing a new and changing teach-learn paradigm and the development of new technology. Furthermore, PBL and GBS methods were compare actively applied to "Environmental Education" to make the students learn self-directed education through the transformation of one's environmental awareness. Specifically, the models were applied to the "Ecology and Environment" subject taught in general high schools and the degree of 'environmental literacy' were measured, From March to May of 2007, the PBL and GBS models were applied to 3rd grade students at D high school and the subject was 'Ecology and Environment'. The students were divided according to age into groups of $5{\sim}7$. The PBL group attempted to solve the given problems and the GBS group carried out their missions. In conclusion, after analyzing the 'environmental literacy' survey results by SPSS 12.0, just 'Knowledge of Ecology (KEOC)' and 'Locus of Control (LOC)' were slightly significant in PBL. This shows that PBL enhances the students' problem solving ability and thinking power. This is a result of the enhancement of students' problem-solving and thinking abilities through PBL. Students can learn many things because they completed their projects based on their experience and knowledge, both individually and interpersonally. We have to study how to apply PBL and GBS to the education field in spite of the many limited conditions. Therefore, this study looks at the application of PBL and GBS in environmental education and suggests specific strategies for educators who want to apply GBS and PBL and adapt them into their education curricula.

• Hwankyungkyoyuk
• /
• v.23 no.3
• /
• pp.1-16
• /
• 2010

Global climate change becomes one of the most serious environmental problems over the world. There is growing recognition thai climate change education, especially for children is important. However, there have been few programmes, curricula, teachers' training chances, and teaching-learning materials for climate change education so far. Therefore, we analyse the world wide web(web) contents in Korea which are available for climate change education, providing fundamental data in developing educational contents for climate change, as well as helping users to search appropriate contents for climate change education. Subjects for this study are 10 web sites of public institutions related to climate change in Korea. The web contents are evaluated in terms of diversity, accuracy, authenticity and the ease of use. The key finding in this study is that the majority of the contents are focused on how to respond to the problem, especially mitigation and also we find that most of the web sites provide text-types of lesson plan and video-types. Consequently, it would be necessary to develop various web contents for climate change education in both quality and quantity aspects.

• KIEAE Journal
• /
• v.12 no.2
• /
• pp.111-116
• /
• 2012

Faced with the international issue of environmental problems from global warming and energy consumption, the Korean Government has made many efforts on reducing energy and $CO_2$ emission under the motto of "Low-Carbon Green Growth". In order to reduce energy in the building sector, severe design standards and regulations on saving energy in new buildings have been established. Now, it is necessary to focus on deteriorated buildings where applications of energy saving designs and techniques have been insufficient, for maximizing energy saving in the building sector. Specially, it is very important to reduce energy through the remodeling process at deteriorated school buildings which were built over 20 years ago and sharply changed into the excessive energy consumption structure from new educational curricula. Thus, this paper examined the effects of potential factors to reduce energy at deteriorated elementary school buildings using the energy simulation on the Visual DOE 4.0 program. Among applied factors of insulations, southern louver, window's SHGC, indoor setup temperature, and system efficiency, all factors except window's SHGC turned out contribute to reduce energy at the deteriorated elementary school buildings, compared with the baseline energy performance.

• The Journal of Korean Association of Computer Education
• /
• v.17 no.3
• /
• pp.41-51
• /
• 2014

Informatics gifted education institutions have made multi-faceted efforts to encourage students to do creative activities which can be extended lasting. However, research about gifted student's creative activities is yet incomplete, and most of the research has only focused on their cognitive abilities. Therefore, there is a limit to providing creative activity curricula that reflect the characteristics of informatics gifted students. This study assessed the creative products achievement of 56 informatics gifted elementary school students' and comprehensively analyzed the results with affective and environmental variables. The result is that the achievement of creative products was higher when the intrinsic motivation was found to be higher. Parents' support or extrinsic motivation did not differ significantly.

• Journal of the Korean Society of Physical Medicine
• /
• v.16 no.3
• /
• pp.65-80
• /
• 2021

PURPOSE: This study was conducted as a literature review to analyze the research trends related to the International Classification of Functioning, Disability and Health (ICF) in Korea from 2015 to 2020. METHODS: Precedent studies were searched with the search term "ICF" or "international classification of functioning, disability and health" from the databases of RISS, KISS, DBpia, and Pubmed. The inclusion criteria are that the studies have been carried out in Korea from 2015 to 2020 using ICF by researchers consisting of one or more Koreans and have been peer-reviewed. RESULTS: Of the total 269 studies, 107 that met the inclusion criteria were analyzed. It was found that these studies were published at a similar frequency each year. The most common area of expertise was identified as the clinical area (n = 67), followed by special education (n = 21) and social welfare (n = 13). The study subject groups were mostly patients (n = 39), disabled people (n = 25), and related experts (n = 13). The most common research topic was functioning evaluation (n = 49) and followed by a literature review (n = 29), and the most frequently used components in all the areas of expertise were activity and participation (n = 98), body function and structure (n = 73), and environmental factors (n = 61). CONCLUSION: For the past six years, domestic ICF-related research has been conducted in a wider range of expertise areas on more subdivised subject groups. Continuous research, development of standardized curricula and contents, and development of coding tools are considered to be important in vitalizing the use of the ICF.

• Journal of The Korean Association of Information Education
• /
• v.24 no.2
• /
• pp.189-199
• /
• 2020

This study aims to emphasize the necessity of strengthening the information subject through the introduction of a new concept of rights called 'digital environmental rights' and proposes an improvement in the educational composition model of the information culture section in the information subject. Through the introduction of the concept of digital environmental rights, we intend to provide a logical basis for making the information subject a required subject. In addition, we intend to enhance the competencies required for living in a digital environment by improving the structure of the information culture section in the information subject. As a study on this, the logic of the concept of rights required in the digital environment is analyzed and the concept of digital environmental rights applied to it is established. Furthermore, by analyzing relevant curricula in major countries, including the United States, Australia, and Japan, which provide the main basis for digital environmental rights, an improvement plan for the educational composition in the information and culture education sector is formulated. The results of the study are as follows: First, digital environment rights are 'rights to enjoy a pleasant and safe digital environment'. Second, the components of digital environmental rights include rights for the environment (cyberethics), rights of the environment (cybersafety), and rights about the environment (cybersecurity). Third, in the major countries studied various educational structures are being implemented with regard to information-related education contents on the digital citizenship, code ethics, and new technology security.

• Journal of The Korean Association For Science Education
• /
• v.26 no.2
• /
• pp.200-211
• /
• 2006

The purpose of this study was to analyze Korean middle school student achievement in environmental science based on the TIMSS 2003 (Trends in International Mathematics and Science Study), a student comparison of 46 participating nations. Korea ranked the fourth with a mean score of 554 in environmental science. However, all 3 environment science topics assessed in TIMSS are not included in the Korean science curriculum through 8th grade, even though they are included in most other participating nations' curricula. The average percent correct of items was analyzed according to the main topic, the item type and the cognitive domain. Items that showed differences between the average percent correct of Korea and the international average as well as differences between the average percent correct of boys and girls were further analyzed. Results revealed that Korean students performed better than the international average, especially in 'use and conservation of natural resources', multiple-choice items, and items requiring 'factual knowledge'. Also, male students demonstrated significantly higher achievement than female students. On the other hand, Korean students showed relatively lower achievement in constructed-response items, items that contained content they had not learned in science lessons and items requiring descriptions of the uses and effect of science and technology. Moreover, Korean student lacked understanding about acid rain, global warming, and ozone layer destruction. Korean female students showed relatively lower environmental conceptions and lower performance on items requiring data analysis than Korean male students. On the basis of these results, this study suggested that topics of environmental science be included in the science curriculum and taught in the science classroom to help middle school students more fully comprehend environmental issues.

• Journal of Korean Home Economics Education Association
• /
• v.36 no.2
• /
• pp.33-50
• /
• 2024

This study examined the trends in home economics education research across different curriculum periods and journals. A total of 374 papers related to the 2009, 2015, and 2022 revised curricula were selected and analyzed using network analysis from four journals. First, research trends were analyzed by curriculum period. Keyword frequency analysis revealed that articles on the 2009 and 2015 revised curricula primarily focused on analyzing the curriculum to develop textbooks or programs. In contrast, papers on the 2022 revised curriculum explored broader directions. Topic modeling results highlighted the prominent topics for each period: 'environmental education' in the 2009 revised curriculum, 'safety and health education' in the 2015 revised curriculum, and 'ecological transition' in the 2022 revised curriculum. Second, research trends were analyzed by journal. Keyword frequency analysis by journal exposed specific research tendencies. For example, in the Journal of Home Economics Research, 'perceptions of practical classes' and 'analysis of safety textbooks' were major topics for the 2009 revised curriculum, while 'teaching and learning plans for competence development' dominated research on the 2015 revised curriculum. This study demonstrates that the concepts and goals emphasized in curriculum revisions are reflected in the corresponding research.