• 한국환경교육학회지:환경교육
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• 제20권2호
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• pp.108-122
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• 2007

Recently, a new revised national curriculum('2007 Revised') of the 'Environment' subject for middle and high schools was announced, which is namely the 7th revised national curriculum. In the new national curriculum, the name of the 'environment' subject for middle schools has been unchanged, but the name of the subject for high schools has been changed from the 'Ecosystem & Environment' to 'Environment'. And some of the contents have been revised to incorporate the changed status of environmental education areas since the last announcement of the 'Environment' curriculum, which was in the late of 1997. Especially, in this new curriculum, the concept of the 'Education for Sustainable Development (ESD)' was implemented. The purpose of this research is to investigate the process of developing the new 'Environment' curriculum for middle and high schools and to examine the resulted, new revised curriculum. In order to do these, this research examined the main directions of the revision, compared the new announced curriculum with the current and the proposed one, which was researched by the authors in this article. And this research discussed the process and the announced results of the revised national curriculum of the 'Environment' subject.

• 한국환경과학회지
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• 제19권5호
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• pp.655-663
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• 2010

Today, the importance of environmental education is a matter we are all concerned about. The environment surrounding us, such as the air we breathe, the water we drink, and the soil plants grow in, is critical for our survival. Currently there is a lot of interest in environmental education at the elementary, middle, and high school levels. This is a result of the deep recognition of the importance of the environment. However the environmental education being conducted in schools is not yet at a satisfactory level. The practical issues, including an entrance exam-oriented atmosphere, student' and parents' lack of understanding, and teachers' lack of expertise in environmental education, interfere with the stability of environmental curriculum in the schools. Accordingly, we need to devise an alternative environmental curriculum due to the fact that it hasn't been included as a regular subject in the curriculum of many national schools. This study, carried out from April to December 2009, was an examination of the effect of volunteer work at the place of ecology experience on the environmental sensitivity & state-trait anxiety of the 61 Gifted Students. The students were divided into two groups. The test group consisted of 30 gifted students who did volunteer work at the place of ecology experience run by Ulsan Science High School, in Ulsan Metropolitan City. The control group consisted of the rest of the students. The following are the study results: First, the volunteer work at the place of ecology experience was influential in increasing the environmental sensitivity of the gifted students. Second, the volunteer work at the place of ecology experience was influential in decreasing the state anxiety of in gifted students. Third, the volunteer work at the place of ecology experience was influential in decreasing the trait anxiety of in gifted students. Fourth, the volunteer work at the place of ecology experience positively influenced not only the gifted students' view of environmental education, but also their overall character.

• 한국환경교육학회지:환경교육
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• 제5권1호
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• pp.154-165
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• 1993

• 한국환경교육학회지:환경교육
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• 제12권1호
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• pp.264-275
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• 1999

The purpose of this study is to suggest a systematic and effective way of environmental education by analyzing current environment classes being provided as one of elective courses in some middle schools and their impact on the students. To conduct this study, 1,467 students of 36 middle schools were asked to fill out the questionnaire of 30 items and they were divided into two different groups depending upon whether they were taking ‘environment’ classes at school or not. The survey was peformed to see if there is a difference between these two groups in terms of their recognition of environmental problems and their daily practice of that concept. The conclusion is that the students taking environment classes have more knowledge about environmental issues than the ones without the classes, but their actual behaviors show no difference. In that point, it is necessary to take up a more effective and practical way of environmental education together with teaching its theoretical values.

• 보건교육건강증진학회지
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• 제32권5호
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• pp.83-92
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• 2015

Objectives: This study was conducted to determine the status of the awareness of "school environmental sanitation and cleanup zone system" and to identify the level of harmful perception by shops. Methods: The survey was conducted using a self-administered questionnaire method online via the homepage of the education ministry's student health information center. A total of 293 schools (126 primary schools, 62 middle schools, and 45 high schools) was selected by using a stratified probability sampling. Results: Some 32.1% of all subjects knew the law of school environmental sanitation and cleanup zone system. The mean of harmful perception was 3.01 (very harmful: 4, harmful: 3, little harmful: 2, no harmful: 1). Regarding the types of high level of harmful perception of shops, adult good shops (3.53), hostess bar (3.52), karaoke bar (3.47), Cigarette vending machines (3.47), Adult only theater (3.47) and Phone sex room (3.37) were high. Singing room (2.29), dance school (2.45), tourist hotel (2.58), comic room (2.59), mini game console (2.66), hotel (2.77), billiard hall (2.81), PC room (2.83) were relatively low in the level of harmful perception. Conclusions: National government-level management and supervision will be necessary to prevent adolescent access to harmful shops.

• 한국환경교육학회지:환경교육
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• 제19권3호
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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.

• 한국환경교육학회지:환경교육
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• 제23권1호
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• pp.50-63
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• 2010

This study is a qualitative case study aiming at understanding and finding out influential factors and barriers when school teachers choose Environmental Education as their Creative Discretionary Activities. To do this, this study focuses on the process of two teachers' choices of the Creative Discretionary Activities in two other elementary schools. The results of this research are follows. Two teachers' choices are affected by several influential factors, divided into external factors and internal factors. External influential factors include culture of school and education, media, chief education officers, parents and school. Internal influential factors are teachers' value and philosophy of education, teachers' experiences, teachers' capacity. These influential factors' forces aren't the same with each other. These influential factors, are influenced by educational, social, national, local, and school level indicated by Taylor et al's (1974) classification criterion. Especially, however, Korea's particular educational environment focusing on university entrance examination strongly affects teachers' choice. School factors also has a big strong effect on teachers' choice. Among others internal actors are the most serious influential factor affecting on teachers' choice.

• 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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• 제14권1호
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• pp.81-91
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• 2001

The importance of values has been emphasized in the aspect of the cause and solution of environmental problems. It is suggested that educational programs designed to increase environmental concern should be focused on ecocentric values. To do this, it is a prerequisite to understand the level of learners'environmental value. This study measured the level of environmental values of students in secondary schools in Seoul and identified relationship with its variables such as belief, the degree of identification, and environmental experience. We discussed on how to improve the environmental education in the aspects of fostering ecocentric values from the results of this study.

• 한국학교ㆍ지역보건교육학회지
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• 제8권2호
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• pp.1-18
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• 2007

Background: The study investigated the causes of safety accidents by facility, focused on safety accidents caused directly or indirectly by school facilities at elementary schools in S City. Purpose: The objective of this study is to provide materials for planning the construction of school buildings and the installation of school facilities and for improving existing facilities and ultimately to minimize mental and Physical losses from safety accidents caused by school facilities and to create pleasant education environment. Method: We selected 10 elementary schools in S City, analyzed the factors of safety accidents caused by facilities inside and outside the schools, and presented the results of the analysis including the factors of safety accidents caused by elementary school facilities. Result: It was found that safety accidents caused by elementary school facilities can be prevented to some degree by considering safety accidents in facility planning. As the safety accident rate is higher at elementary schools than at middle and high schools, it is essential to consider safety accidents in planning the construction of an elementary school and to execute safety accident prevention education in order to reduce safety accidents at elementary schools. In addition, as the curriculums are revised and new facilities are introduced for the new curriculums, elementary students' physical, psychological and environmental factors should be analyzed and studied closely and the results should be reflected in establishing the standards for the installation of elementary school facilities.