• Journal of Environmental Science International
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• v.13 no.4
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• pp.327-337
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• 2004

The education effect of environmental impact cognitive instruction on high school students was investigated. Environmental values of students could be classified into egocentric, social-altruistic and biospheric values like those of Schultz’s three kinds of categories. The value distribution of students consists 44.7% of egocentric and biospheric value groups and 12.5% of social-altruistic value group, respectively. The environmental function such as knowledge and skill did not show remarkable differences between value groups. The environmental value only affected the attitude function. The biospheric value group had the higher attitude function than other value groups. The environmental impact cognitive instruction enhanced the environmental functions irrespective of the value group or instruction type. However, significant variables were different according to environmental functions. Environmental functions such as knowledge and skill were influenced by the instruction itself. The attitude function was dependent on instruction itself, value type and instruction type. The optimum application of the environmental impact cognitive instruction can be efficiently achieved through class division into egocentric value group and biospheric value group. Alternatively, the proper combination of instruction methods focused biospheric and egocentric impacts in a class can be recommended.

• Hwankyungkyoyuk
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• v.23 no.4
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• pp.124-136
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• 2010

The purpose of this study was to develop the environmental issues instruction materials for elementary students based on IEEIA model, and to investigate the influence of on environmental literacy of 6th graders in elementary school. A reconstructed questionnaire through Jin(2004)'s test tool is used to survey the effects of applying an environmental issue instruction materials. The i-STATistics program is used to analyze the results. The results of this study are as follows. First, this instruction materials had a positive effect on elementary school students' environmental literacy in environmental issue. Second, according to qualitative analysis, students appear to be more concerned and interested in the environment and environmental problem while participating in an environmental issue instruction based on the IEEIA model. In conclusion, the environmental issue instruction materials has a positive effect on environmental literacy. Therefore, this environmental issue instruction is meaningful as a new environmental education method, and it is necessary to more intensively and systematically research on the teaching-learning activities related to this study.

• Environmental Sciences Bulletin of The Korean Environmental Sciences Society
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• v.4 no.3
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• pp.157-164
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• 2000

The effect of environmental instruction on students\` environmental attitudes was studied in two environmental classes and one business class of university undergraduates. Changes in students\` environmental attitudes were assessed from a questionnaire survey administered before and after exposure to a 16 week course. The results indicated statistically significant differences in students\` attitudes toward the environment between the pretest and the posttest. The two environmental classes had the positive effect and the students exhibited more environmentally favorable attitudes. Accordingly, this study confirmed the positive effect of environmental instruction on attitudes toward the environment at a university level.

• Hwankyungkyoyuk
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• v.20 no.2
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• pp.1-15
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• 2007

The Environmental problem solving model is an instructional strategy to accomplish the aim of environmental education through investigation of environmental problems and issues of the community. This study is intended to compare the instructional effect of the structured model with the unstructured model of environmental problem solving. The experimental group received the structured instruction and the control group received the unstructured instruction. There did not appear to be any significant difference between the groups in regard to knowledge but in regard to knowledge of environmental issues, the experimental group was more effective than the control group. No significant differences existed between the groups in attitude. In regard to investigating skill and evaluation of environmental issues, the experimental group was significantly more effective than the control group. The experimental group was significantly more effective than the control group in regard to environmental action skills. To foster responsible environmental behavior, environmental education a number of methodologies must be considered and learners must be trained to become problem-solving citizens. It was noted that the structured instruction was more effective than the unstructured instruction in middle school where environmental issues were not taught as an independent subject. We conclude that environmental education must be systematically constructed and taught in a manner which takes into account both its goals and the characteristics of the various learners. We conclude that environmental education must be systematically constructed and taught in a manner which takes into account both its internal goals and the situations within which various types of learners explore environmental issues and solutions.

• English Language & Literature Teaching
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• v.7 no.1
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• pp.89-112
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• 2001

The purpose of this study is to verify the effect of the method of English teaching and learning through the student-centered environmental instruction. I've been skeptical about the traditional instruction, which is composed of the teachers-centered instruction, because of the lack of creativity. Until now, I've always wished to have an alternative method that can be substituted for routine's style. To achieve it, I selected 90 students from 2 classes, in the 3rd year at a girls' high school in Chungnam as the subject of study. I divided them into two groups, the student-centered environmental instruction and the teacher-centered traditional instruction. The tools used in this study are a preliminary English achievement test, a self-directed learning attitudes test and two teaching plans. For this test, a high school text book was assigned. I have treated 20 times of the test each for two groups using two types of teaching-learning plans which I made for this purpose. To verify the hypotheses after administrating the test, I selected t-verification for post test result. Based on this test result, I could conclude that there was a significant improvement of English proficiency and a change in the self-directed learning attitudes; also the student-centered environmental instruction is more effective than teachers-centered instruction.

• Hwankyungkyoyuk
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• v.20 no.4
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• pp.84-96
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• 2007

The purpose of this study is to develop instruction model of environmental problem process focused with environmental justice. This study has analyzed environmental problem solution process in social studies of elementary school from 4th grade to 6th grade with it. The results of this study are as follows. First, social studies of elementary school didn't show distributive justice in environmental problem solving process. Second, procedural justice existed, but offered information is lacking to each main group. Third, substantive justice was emphasized personal viewpoint. We developed instruction model of environmental problem solving process based upon the results. Component of instruction model is problem analysis, distributive justice, procedural justice, substantive justice and evaluating a solution. Timely, teachers can use and can apply it in social studies class. In conclusion, it is strongly recommend to teach environmental education linked with environmental justice. It enables us enhance a new awareness and attitudes towards sustainable development.

• The Journal of Korean Philosophical History
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• no.28
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• pp.87-116
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• 2010

In elementary, environmental education have been doing in various subjects. The features of environmental instruction would be reflected on contents of environmental education and characteristics of each subjects. These contents of environmental education might be contained normative contents, and it is moral subject that treats these normative contents systematically. Then environmental instruction of moral subject in elemental school should be approach and inquire teaching contents related to environment education. In elementary school curriculum of moral subject, teaching contents related to environment are 'preciousness of life' and 'right views of Nature and protection of the environment'. By these contents, moral instruction can approach to life of animal and plants centered on the reason to take them preciously and relation between nature and humans centered on the moral consideration. It is a difference that approaches to the environmental education not by factual understanding but by normative understanding in moral instruction. It must be focused on ethical inquiry for normative approach and reserving identity of moral subject. Necessary conditions for ethical inquiry to the environmental instruction are moral status of things besides humans. For the ethical inquiry to the moral status of nature environments, teachers could be set the logic of instruction based on the developments of environmental ethics. Formal cohesiveness of environmental instruction could be developed in sequence of ethical inquiry on moral status to the life of animal, life of plants, and whole system of nature. For this, teacher could reflect on their instruction focused on some explanations. That is, it is explanation to the animal life based on the individual-extended human oriented ethics for human, plants life based on the individual-non human oriented ethics, whole natural system based on the holistic-non human oriented ethics. When teachers reflect these explanation, they can compose their instruction as 'finding something in common with humans and animals', 'reflection on the attitude to the commons', 'thinking about reasons on the different attitudes to the commons', 'the things that disappear as plants die', 'thinking on values about non organism'. These plan of instruction could be critically reconstruct by other teachers. But environmental consciousness by ethical inquiry should be hold on instruction to the environment reflected on identity of moral subject.

• Journal of The Korean Association For Science Education
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• v.18 no.3
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• pp.443-450
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• 1998

This study was performed to find the environmental factors of inquiry instruction perceived by secondary school science teacher. The instrument consisted of three domains such as teaching conditions, viewpoints of secondary school science teachers of environmental factors for inquiry instruction, and barrier and improve! rent factors of inquiry instruction. Teaching conditions between middle school and high school science teachers were not different significantly. Environmental factors of inquiry instruction of secondary school science teacher included five factors such as 'facilities and encouragement', 'amount of works and materials', 'teacher education and textbook', 'practice and knowledge' and 'perception of necessity and satisfaction'. And all factors except 'perception of necessity and satisfaction' were very low state for inquiry instruction. In the disturbant and improving factors, the critical factors were 'over students per class', 'textbook' and 'learning materials' for middle school science teachers, and 'over students per class', and 'entrance examination' for high school science teachers. Thus the development and diffusion of adequate inquiry learning materials may be helpful to practicing inquiry instruction as decrease of works and psychological charges, and it is needed to reorganize systematically and intensify pre- and in-service teacher education to practice inquiry instruction.

• Journal of Korean Home Economics Education Association
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• v.33 no.1
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• pp.37-62
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• 2021

The purpose of this study is to develop a project-based teaching-learning instruction to solve the problems in family life. The developed process can be a practical plan to activate environmental education centered on living environment problems curriculum of Home Economic Education[HEE]. In order to achieve the purpose of this study, the curriculum of HEE and environmental education categories were compared and analyzed. The study selected 10 themes and developed a project-based HEE teaching-learning instruction with 8 sessions. The characteristics of the developed teaching-learning instruction are as follows. First, HEE curriculum included environmental knowledge, values and attitudes, competence, and practice and participation in environmental education and related categories in achievement standards and learning elements. Second, since HEE curriculum has a teaching-learning instruction plan based on project-based learning that allows learners to recognize and solve problems themselves was developed based on the real life-centered learning themes related to environmental education. It was also proposed that the subject of HEE has a high correlation with environmental competence and environmental practice, and thus environmental contents that can raise students' interests in society and environment should be added to the HEE curriculum. The teaching-learning instruction developed in this study can be used for classes such as HEE classes or free semeste. A follow up study would need to test the educational effects of this teaching and learning plan by implementing it to the actual class.

• Hwankyungkyoyuk
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• v.17 no.1
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• pp.90-100
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• 2004

This study has the goal to modify ‘Investigating and Evaluating Environmental Issues and Actions’(IEEIA) instruction in the sense of Korean ecological sociocultural characteristics and ‘ecology and environment' curriculum and to assess the effects of modified IEEIA instruction on responsible environmental behavior and associated variables in high school student. A modified pre- and post-test nonequivalent control group design was utilized with 4 intact classes from J-high school at Seo-cheon, Chungcheongnamdo. Pre- and post-test data were collected on the following variables: responsible environmental behavior, knowledge of and skill in using environmental actions strategies, in-depth knowledge about issues, and locus of control. Analysis of t-test was used to compare pretest with posttest means of treatment group and control group. In treatment group, statistically significant differences between pretest and posttest were found with all variables. The treatment was found to be more effective than the control in increasing the variables of responsible environmental behavior, knowledge of and skill in using environmental actions strategies, and locus of control.