• Hwankyungkyoyuk
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• v.12 no.1
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• pp.150-171
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• 1999

This study is aimed to systematize the contents of environmental education in the home education and to develop the environmental education. For this, this study firstly examined the characteristics and goals of home education and its relation to environmental education. Secondly, in the paradigm of environmental education this study analyzed the goals and contents of environmental education in the domain of home education which is included in the practicum subject of the 7th curriculum. Thirdly, this study examined the effective teaching and learning methods for home education and the considerations in organization of textbook contents which reflect these teaching and learning methods. Finally, this study suggested an example of textbooks which reflect all these considerations. It has been found out that: (1) the home education is based on the recognition of environmental problems related to home life, (2) the home education explains the environmental problems, and (3) the home education has its goals of acquring active attitudes and skills to solve these problems. In the teaching contents, the home education was analyzed to have the following concerning environmental education: the utilization of resources for food, clothes, and housing and home life, that is, the domain of ‘environmental sanitation’ related to food ingestion and sanitary life, the domain of ‘sound consumption life’ related to the utilization of resources and their consumption, and the domain of ‘environmental pollution’ on the prevention of every kind of pollutants in the home life. However, the environmental education in the home education according to the 7th educational curriculum has the distinctiveness from the contents of environmental education which were emphasized in the past home education. The distinctiveness are as following: (1)the resources matter is dealt with in the aspect of recycling various resouces from home life, (2)the prevention or reduction of pollutants in life which take the considerable part of environmental pollution is emphasized, (3)children's sensitivity In environment is emphasized to be developed, and (4)the importance of life is emphasized to be taught.

• International Journal of Computer Science & Network Security
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• v.22 no.12
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• pp.153-159
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• 2022

The article discusses the use of smart technologies in the training of future specialists. Today, learning using smart technologies is becoming a new educational standard, where information is presented in a logical sequence, computer training systems have powerful functions for the educational process. The functions of smart technologies are highlighted. It is noted that smart technologies are successfully used in the field of education and professional training. The concept of "smart education" is characterized. Smart education is an educational paradigm that underlies a new type of education system. The implementation of the smart education paradigm is aimed at the process of obtaining competencies and competencies for flexible and adapted interaction with the social, economic and technological environment. Smart education should ensure that the benefits of the global information society can be used to meet educational needs and interests. A special place is occupied by computer-based educational multimedia systems that allow you to deepen your knowledge, reduce the duration of training, and increase the number of students per teacher. The main principles of smart education are highlighted. Improving the efficiency of training in a modern higher education institution is impossible without the introduction of smart technologies in the organization of the educational process.

• Journal of the Korean Society of Environmental Restoration Technology
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• v.10 no.3
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• pp.88-99
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• 2007

This study is aimed to suggest a direction for the general environment education through analyzing current environment education curriculums and survey of educational needs for students in Korean universities. Since the result of this survey shows that most university students lack experience in environmental education in their secondary education, the basic educational programs as well as advanced educational programs should be included to develop a general environmental education curriculum for university students. So far, general environmental education for university students has not witnessed a clear and distinct object and direction. Since we live in a situation where environmental problems should be considered in every aspect of our society, the general environmental education curriculum for university students shall play a role to solve these problems. Additionally, we need to change the way of environment education from educating and raising the environment professionals to educating and raising people who comprehensively understand economy, society and environment under the sustainable development paradigm. Also the focus of environmental education should swift from natural science to over all perspectives. Recently, the need of interdisciplinary curriculum for the environment education field has been discussed in universities. However, it has not been integrated into the normal curriculum. In this regard, systemic improvement which enables general education curriculum to operate flexibly will be followed. The key to establish an interdisciplinary curriculum is a flexible educational curriculum system which can solve problems arising from departmental curriculums, and promptly respond to the demand of educational and social consumers. Additionally, the result of survey shows that students want diverse educational operations and teaching methods, equipping educational assistance system for these needs will be required.

• The Journal of Sustainable Design and Educational Environment Research
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• v.10 no.3
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• pp.17-26
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• 2011

National efforts responding to climate change is directly connected to competitiveness of the urban environment. Practice in the daily life of the individual citizens is prerequisite for the paradigm shift that can be made by the reduction of the city's energy consumption and low-carbon green growth. Therefore, the comprehensive understanding combined with the educational programs is required on the issue of the ecological environment and the urban environment competitiveness. In this paper, the meaning and role of urban ecological environment will be researched first. it also takes a look at the content of curriculum and analyses domestic policies related to environmental education of primary and middle schools. In addition, video documentary on urban ecological environment will be analyzed for the development of educational media dealing with environmental training in schools. Consequently, urban ecological environment shown in video media content will be identified and the advantage of this possibility as a medium of education is to be proposed.

• Journal of Environmental Science International
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• v.20 no.5
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• pp.631-638
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• 2011

The sense of crisis on seriousness of earth environment is gradually getting greater and the importance of environment education followed by this trend is being highlighted. As an environment friendly New Environmental Paradigm opposed to the human Dominant Social Paradigm on the existing environment is on the rise, the environment education considers not only the perceptive field, but the definitive field and behavioral pattern to follow as important values. Accordingly, the basic awareness of students on environment was found out in order to perform a proper environment education and tried to find out the behavior pattern that the students have on environment on this basis. For the research tool of this study, the one that has revised the Revised NEP Scale for elementary school students which Geum, Ji Hun Kim, Jin Mo have validated the feasibility and reliability while the test paper was prepared by dividing into recycling behavior, energy preservation behavior and source of information. The target of this study was 600 students in sixth grade of elementary school residing in Kimhae, Gyeongsangnamdo while the mean, average, standard deviation, independent t-test and correlation analysis were performed using SPSS 15.0 statistics program for a total of 462 copies including 235 copies from male students and 227 copies from female students. The results of this study are as follows. First, everyone had high pro-NEP tendencies on the environmental problem with 4.14. On the other hand, the anti-NEP did not have high awareness standard with 2.98. Second, the awareness level on resource recycling was shown as being quite high with 4.05. Between NEP and resource recycling, a positive correlation of r=.155 was shown so that the awareness level on resource recycling was getting quite high as the awareness on environment problem was getting higher. Third, the awareness level on energy saving activity was shown as being very high with 3.0. Between NEP and resource recycling, a positive correlation of r=.210 so that the awareness level on energy saving was getting quite high as the awareness on environment problem was getting higher. Fourth, for the source of information on environmental problems of region, our country and global village, the television and internet were shown as main sources of information while the ratio of positive answers on teachers and region as sources of information was shown as quite low.

• Hwankyungkyoyuk
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• v.20 no.2
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• pp.36-53
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• 2007

Environment is the important issue in many field of study. EU introduced multifunctionality of agriculture in 1980s and adopted strong policy to support that in 1990s. Environment is very important factor of multifunctionality of agriculture. But multifunctionality is not purpose in itself. It is exceptional rule and a means to an purpose. Multifunctionality of agriculture is relation to logic of economics. Mutifunctionality of agriculture was introduced in Korea in 1990s. Owing to different paradigm approach, multifunctionality of agriculture and environmental education have different concept and basis. The purpose of this study is to introduce socio-economical context of multifunctionality of agriculture and enhance mutual understand. More study activities should be encouraged to improve mutual understand and interdisciplinary research.

• Journal of Koreanology Reviews
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• v.2 no.1
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• pp.9-16
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• 2023

This study will provide an overview of the development of 'Corporate Social Responsibility' (CSR) in South Korea throughout time, as well as its sources of inspiration and recommendations. The study will also rely on the body of existing research to provide insights into the present condition of CSR in the nation and the measures launched to promote socially responsible practices in the corporate environment. As a result, it will act as a crucial dedication to comprehending corporate social responsibility within the Korean environment. According to the searching results in the literature content dataset, there has been total four historical paradigm of CSR in South Korea, such as (1) Adoption of the CSR principles, (2) Introduction of the Korean Association of Social Responsibility, (3) The Seoul Environmental Charter, (4) The Board of Audit and Inspection Intervention. Based on the results of the current study, the present author could conclude that ingrained corporate social responsibility (CSR) is in Korean business culture, which has been promoted since the 1920s. Businesses can benefit by using the guidelines offered by the CSR Promotion Act and related activities to uphold their responsibilities towards society and the environment, overviewing comprehensively CSR advancement in South Korea from the 1920s to the display day.

• Hwankyungkyoyuk
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• v.19 no.1 s.29
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• pp.80-89
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• 2006

The purpose of this study is to elucidate the concept of the internal value of environmental education (EE), and to present a new concept of 'Inquiry-Based EE' as a method to realize the internal value of EE. Since the introduction of EE, the 'external' value has been overwhelmingly present, as is shown in the commonly expressed purpose of EE. The ultimate goal of EE has been considered as to solve environmental problems through educational approach, which is important, but external value in relation with education. Generally, education has its own value, which may be more important than external value. But in EE area, that idea has not been discussed much. So, this study argued that EE has, or should have, the internal value of education. This study also examined the concept of inquiry, and presented it as two types of inquiry: the scientific inquiry and the 'insightful inquiry', and argued that the insightful inquiry is important as well as scientific inquiry in EE. Then, this study presented a new concept of 'inquiry-based EE', which can be defined as EE that is based on both the scientific and insightful inquiries, and makes the student be able to 'see' the world with the environmental world view. Lastly, this study presented also a new concept of 'Environmental Studies for EE, (ESEE)'. This means that the traditional environmental science is considered to be not well developed under the perspective of EE. From this viewpoint, this study presented the needed contents of the conceptually presented ESEE. In short, this research asserts that 'inquiry-based EE' is needed to make students 'see' the world environmentally, which is the very important value of EE, the internal value of EE, not very much examined. The 'inquiry-base EE' is considered to possibly advance EE as a new paradigm.

• Hwankyungkyoyuk
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• v.21 no.1
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• pp.31-44
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• 2008

This study was aimed at developing and providing textbook writers with information and materials required to introduce forest education ideas and paradigm into primary, middle, and high school students, responding to establishment of the new national curriculum. Research methods included interview with school teachers, literature review on forest education and policy, analysis of writings and drawings of elementary school students. As a primary result, the study produced a framework that can be applied to analyze and understand how people think of and put a value on forest, consisting of 1) Resource-Economic Perspective, 2) Environmental-Ecological Perspective, 3) Cultural-Educational Perspective, and 4) Existential-Ethical Perspective. To test its validity, the developed framework was applied to the processes of reorganizing and interpreting the outcomes of teacher interview and writings and drawings of elementary school students. The results of applications showed that current school education mostly focused on ecological-environmental (about 50%) and cultural-educational (about 30%) perspectives on forest. To improve the quality of current forest education in schools, five main directions including integration, balance, interrelatedness, identity, and systematic approaches were suggested.

• International Journal of Computer Science & Network Security
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• v.22 no.11
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• pp.141-148
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• 2022

The development of the education system and the labor market today requires new conditions for unification and functioning, the introduction of an innovative culture in the field of Education. The construction of modern management of innovative development of a higher education institution requires consideration of the existing theoretical, methodological and practical planes on which its formation is based. The purpose of the article is to substantiate the modern paradigm of organizing the mechanism of managing the innovative development of higher education institutions. Innovation in education is represented not only by the final product of applying novelty in educational and managerial processes in order to qualitatively improve the subject and objects of management and obtain economic, social, scientific, technical, environmental and other effects, but also by the procedure for their constant updating. The classification of innovations in education is presented. Despite the positive developments in the development of Education, numerous problems remain in this area, which is discussed in the article. The concept of innovative development of higher education institutions is described, which defines the prerequisites, goals, principles, tasks and mechanisms of university development for a long-term period and should be based on the following principles: scientific, flexible, efficient and comprehensive. The role of the motivational component of the mechanism of innovative development of higher education institutions is clarified, which allows at the strategic level to create an innovative culture and motivation of innovative activity of each individual, to make a choice of rational directions for solving problems, at the tactical level - to form motives for innovative activity in the most effective directions, at the operational level - to monitor the formation of a system of motives and incentives, to adjust the directions of motivation. The necessity of the functional component of the mechanism, which consists in determining a set of steps and management decisions aimed at achieving certain goals of innovative development of higher education institutions, is proved. The monitoring component of the mechanism is aimed at developing a special system for collecting, processing, storing and distributing information about the stages of development of higher education institutions, prediction based on the objective data on the dynamics and main trends of its development, and elaboration of recommendations.