• Hwankyungkyoyuk
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• v.24 no.2
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• pp.1-20
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• 2011

The purpose of this research is to apply and evaluate the Water Environmental Education Program Using Streams(WEES) to pre-service teachers. WEES is developed to help the teachers increase their professionalism of incorporating a local environment into their inquiry teaching. The subjects of the study include the juniors of the Environmental Education Major at the Korea National University of Education. For the purpose this study, educational criticism about WEES was performed. The subject students were observed throughout the program application, after which a survey and in-depth interviews were carried out. As a result, the implementation elements and content organization of the WEES were found to be implemented in the application process in a satisfying level. In the content organization of the program, the preliminary preparation, visual assessment, and inquiry planning were organically connected with each other for inquiry purposes. The Intrinsic value of environmental education was also demonstrated in the implementation elements and content organization. Overall, the stream turned out to have a great value of environmental education and a potential as a place and material for environmental education. The great significance of the study can be found in that WEES took into account not only the characteristics of the ENVISION based on the watershed concept, but also the situations of Korea's environmental education and exploration from the perspective of environmental studies.

• Hwankyungkyoyuk
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• v.12 no.1
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• pp.311-321
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• 1999

This survey was conducted to investigate the perception on environmental education by teachers, the current situation of environmental education including problems faced by them in teaching environmental education in the primary and secondary schools. Questions in the survey are designed to aid the development of an environmental education program on trees and forests for teachers to use in their instruction of environmental education. Eight hundred teachers were chosen as a sample in the survey and some of them were again invited to a workshop on environmental education afterwards. In the workshop the survey result was discussed in order to make it more meaningful for program development. The process of environmental education program development, which is sponsored by UNDP and the Korean Government, will be shared with the participants of the conference.

• Hwankyungkyoyuk
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• v.19 no.3
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• pp.1-19
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• 2006

The purpose of the study was to develop an environmental cyber inservice education program for middle school teacher. The blended environmental cyber inservice education program was developed, through reviewing literatures, analyzing domestic and foreign's environmental inservice education programs and e-Learning contents, and experts conference. And, Pragram validity was evaluated by environmental education experts. Program development stage was confirmed five stage: (1) foundational analysis, (2) planning, (3) design, (4) production, and (5) evaluation. The developed contents for middle school teachers were consisted of 3 domains: (1) Foundation of Environmental Education, (2) Understanding about Environment, (3) Strategy for School Environmental Education. The contents of each sessions were selected considering synthetically objectives, themes and components of environmental education and structured of 62 hours Course totally. 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. Based on the results, some recommendations were suggested.

• Hwankyungkyoyuk
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• v.18 no.1 s.26
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• pp.82-96
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• 2005

The purpose of this study was to evaluate Korean and foreign environmental education programs: 3 Korean programs including 'Environmental Education Program' for primary school level, 'Environment' for middle school level, 'Ecology and Environment' for high school level and 2 foreign programs including 'TLSF(Teaching and Loaming for a Sustainable Future) Program and IEEIA(Investigating and Evaluating Environmental Issues and Actions) Program using IAEEC (The Inventory for Assessing Environmental Education Curricula) by Kim (2003). The IAEEC include four goal levels of the foundations level, the conceptual awareness level, the investigation level, environmental action skills level and an optical level: teaching methods and practice. The IAEEC use a 5-point Likert scale to identify the extent to which an environmental education curriculum or a program reflects the goals of environmental education. It was found that our school environmental education programs need to be more involved, especially in the areas of social foundations (political & legal); personal beliefs and values in environmental issue and the critical analysis of the issue by identifying important players' positions, beliefs, and values; and the environmental action to solve the issue and evaluate the consequences and effectiveness of the action plan. This study can provide a meaningful direction for program development in environmental education and especially provide school-teachers with reliable sources in analyzing environmental education programs for their school classes.

• Hwankyungkyoyuk
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• v.14 no.2
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• pp.76-94
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• 2001

Promoting positive values, attitudes, participation and personal actions on the basis of the acquisition of one's knowledge and skills is emphasized on teaching environmental education. To complete this purpose of environmental education, it is necessary not only to use various and practical educational resources, but also to develop information system, with multimedia and internet, which are effective for learning. This research attempts to assess the consistency of planning, organization and operation of integrated program for social environmental education which was developed for the necessities mentioned above. We surveyed about the accuracy of contents, usefulness, convenience and easiness of Integrated program for social environmental education. Also, we used a questionnaire to clarify the values and attitudes of respondents after they took environmental education. Then, technically, descriptive statistical method has been used to analyze the results of these surveys. Finally, we conduct an examination of the distribution of chi-square to verify the relationship between the learner's experience of using computer and one's concern about environmental issues. The results of this program, developed by research team, can be assessed by following five basic elements: usefulness, practicality, appropriation, efficiency and effectiveness. More than 90% of respondents said that this program is convenient and easy to loam. Also, more than 85% of whole respondents identified that after teaming this program they recognized more clearly what the main contents of environmental education are. In addition, we got positive response from 93% of respondents that they could understand environmental problems. On the other hand, values and attitudes of respondents have not improved a lot after the environmental education compared with the remarkable change in their recognition and understanding of environmental issues; only 34% of respondents responded that they changed their life style for making better environment after teaming this program. But it is clear that they understand much better about the environmental policy after they are educated. Developed by using information system, this integrated program for social environmental education may get different results according to a respondent's experience of using computer. Therefore, the more a respondent got a chance to use computer for a long period of time, the more he/she gave positive evaluation on the convenience and easiness of this program. However, there was no certain relationship between the frequence of using computer and one's understanding of environmental issues. Futhermore, a person who has constant concerns about environmental problems showed more positive attitudes against the understanding of environmental education. This integrated program for social environmental education, characterized by integrated, specialized and efficient educational system, can also be used as a curriculum or teaching materials for environmental education for adults; especially, it would be appropriate for teaching learners at all levels, who have different personal characteristics, to let them acquire virtual education by using information system.

• Hwankyungkyoyuk
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• v.21 no.3
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• pp.48-58
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• 2008

The purpose of this study was to investigate the influences of environmental education program through various instructional media on pro-environmental attitudes of forth graders in an elementary school in Seoul. The students were divided into an experimental group and a control group. A questionnaire was used to survey the effects of applying environmental education program through various instructional media. The SPSS 12.0 program was used to analyze the results. The student in the experimental group acquired a higher level of pro-environmental attitudes than the control group did. The environmental education program through various instructional media used in this study were effective especially in dealing with the environmental educational subdomains such as verbal commitment, actual commitment, affect. The major results of this study were as follows. First, environmental education program through various instructional media had a positive effect on the environmental concerns and needs for learning of environmental problems. Second, the group by environmental education program through various instructional media showed the significant difference(p<.001) on the pro-environmental attitudes as it proved those are effect on 3 subdomains of verbal commitment, actual commitment and affect. Third, environmental education program through various instructional media had a positive correlation(from 585 to .680) among the 3 subdomains of verbal commitment, actual commitment and affect. So, students who hold verbal commitment showed good effect on the actual commitment and affect. In conclusion, the environmental education program through various instructional media had a positive effect on pro-environmental attitudes of elementary school students. It is demanded that more intensive research on this study should be done, linking with teaching and teaming method, as a follow-up activity.

• Hwankyungkyoyuk
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• v.24 no.2
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• pp.70-85
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• 2011

The purpose of this study was to investigate the influence of the energy campaign environmental education of 3rd graders in elementary school in Seoul. The students were divided into an experiment group and a control group. A reconstructed questionnaire through Kim(2005) and Lee(2005)'s test tool was used to survey the effects of applying the energy campaign environmental education program. The i-STATistics program was used to analyze the results. The major results of this study are as follows. First, the researcher was able to develop and apply teaching-learning model for energy campaign environmental education by extracting and recreating the energy education-related contents from the lower grades(1, 2, 3 grade) in 2007 elementary school curriculum. Second, this program had a positive effect on pro-environmental altitudes of elementary school students. Third, this program had a positive correlation among the 3 subdomains of cognitive, affective and behavioral. Fourth, according to qualitative analysis, the students appear to be more concerned in the overall environmental problems containing energy problem and showed a higher will to act while participating in the environmental education through energy campaign program. In conclusion, this program is more directly effective than lectures on energy following the curriculum to improve student's pro-environmental altitudes. Therefore, more intensive research on teaching and learning activities should be highly considered.

• Journal of Environmental Science International
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• v.19 no.12
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• pp.1409-1419
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• 2010

Recently, Korea's interest in environment protection is increasingly growing, and Korea realizes the seriousness of environmental pollution and national movement to minimize the effect is arising. As part of the movement, the need of environmental education in elementary schools is on the rise. This study aims to develop integrated environmental experience programs allowing students to have experience activities in forests, rivers, and seas that they can approach easily around them and to have environmental education through various plays. In addition, the study purposes to compare general educational education programs in actual education in terms of the effect of the program on students' environment attitudes. This study was conducted to 50 fourth graders in two classes of S elementary school in Busan, and the 25-student comparative group had the normal educational education program that is mostly being performed in actual education while the 25-student treatment group had the survey on environmental attitude after a class using an integrated environmental experience program. The survey content is about environmental attitudes, and it consists of six subjects such as general environment, environmental pollution, energy, water resources, recycling, and animal protection and has 7 or 8 items by each subject which is divided into eight sub-items including sensibility, belief, values, spontaneity, criticism, patience, attention and interest. The findings are as follows. First, the integrated environmental experience program has a more positive effect on environmental attitudes than the general educational program. In particular, it is really effective about the topic of animal protection among students' environmental attitudes. Second, the integrated environmental experience program has a more positive effect on values and interests than the general environmental education program.

• Hwankyungkyoyuk
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• v.15 no.1
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• pp.83-100
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• 2002

This study introduced various theories and related studies on the evaluation of informal environmental education programs and suggested an evaluation procedure for them. The case study on the procedure and the result of Non-indigenous, Invasive Species Management/Education program evaluation was provided, which was conducted by Cornell University in cooperation with Cornell Cooperative Extension, The Nature Conservancy, and Finger Lake Land Trust. The procedure model that was used in this study was based on Herman et al. (1987) and slightly modified for the environmental education program evaluation. The procedure and results indicated that the implementation of NIS management/education program properly accomplished it's intended goal and objectives. This study also specifically described its implications for the evaluation of environmental education programs in informal settings.

• Hwankyungkyoyuk
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• v.22 no.1
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• pp.43-55
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• 2009

The purpose of this study was to investigate the influences of environmental education program through educational theatre on student's environmental literacy of 5th graders in an elementary school in Seoul. The students were divided into an experimental group and a control group. Then, the experimental group had the emotion-centered environmental education program using educational theatre, and the control group had the regular education process, which is a general lecture about the environment. The SPSS 12.0 program was used to analyze the results. The major result of the study was as follows. First, the researcher was able to develop and apply professor-learning model for the environment education using the educational theatre by abstracting and recreating environment-related contents from the 5th grade curriculum. Second, the study has showed that applying the emotion-centered program using the education theatre for the environment education certainly contributes to the improvement of the environment knowledge of the elementary students. Third, the emotion-centered environment education program has influenced evenly on the elements of the environment knowledge divided by the four goal levels of the environment education. Finally, the higher the student's emotional quotient is, the more improvement of the environment knowledge the student gets when using the emotion-centered environment education program using the education theatre. In conclusion, the emotion-centered environment education program using the education theatre is a usable method to the elementary schools, and has a positive effect on increasing the environment knowledge of 5th grade students. In the time of requiring the diverse environment education methods, this program is worth to try as a new education method. Therefore, it is necessary to research more on the professor-learning activities related to this study.