• 한국환경교육학회지:환경교육
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• 제20권1호
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• pp.118-130
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• 2007

This article investigated the effects of students' knowledge, beliefs, and attitudes about environment on environmental issue-based environmental problem solving in secondary school students. This article also investigated whether these factors are related to the environmental problem solving. Therefore, we first developed the test instruments to measure secondary school students' environmental knowledge, environmental beliefs, and environmental attitudes. Then, we developed the environmental issue-based teaching materials for secondary school students. The subjects participated in a environmental issue-based approach that consist of 3 lesson over an three weeks period. The results of this study presents that environmental knowledge and environmental beliefs are effective for the environmental problem solving in middle school environment class. First, secondary school students knew well ecological knowledge about environmental problem, and was entertaining most ecological beliefs. Second, secondary school students were having attitude which is most pro-environmental behaviors. Third, secondary school students are referring necessity of development partially about environment point at issue of country level. But, they were retaining situation of preservation about environment point at issue of area level. It's not easy to generalize these results because of many different variables, but the results suggests that teachers should make an effort to improve student's environmental problem solving ability applying environmental issue-based learning. And it's necessary to develop many kinds of environmental issues and teacher's instruction method to enrich problem solving ability in the process of environmental issue-based learning.

• 한국환경교육학회지:환경교육
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• 제20권4호
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• pp.97-105
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• 2007

The purpose of this study is to find out educational effect of school environmental education utilized school eco-audit. The result of the study is as followings. First, environmental education program based on school eco-audit was developed. Environmental education program was applied school environmental education. According to developed program, students surveyed environmental problem of school and drove to solution of environmental problem. Second, after environmental education, students became to recognize the fact we are responsible for the environmental problem and also affect the solution of it too much. Also, result showed that will to save energy and resource get higher. In conclusion, school eco-audit is effective cultivation of positive attitude for solution and responsibility of environmental problem. Therefore school eco-audit have to introduce school environmental education because school eco-audit derive participation for solution of environmental problem and learning of decision-making.

• 농촌지도와개발
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• 제5권1호
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• pp.31-44
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• 1998

An environmental problem is the important issue of mankind. It should be treated main discourse in our period. There are many assertions related to environment but they are not to be clearly classified because of miscellaneous paradigm. It is possible to classify into two category on the basis of human attitude toward nature and environmental problem. One of them is anthropocentrism and the other is ecocentrism. This classification is helpful to understand various environmental discourses. Owing to different paradigm approach, anthropocentrism and ecocentrism have different concept for environmental problem. Anthropocentrism is powerful to the real life in behalf of economic rationalism. But ecocentrism is important for the only settlement of environmental problem in ecocentric perspectives. Therefore a new scheme for environmental problem solving is necessary through combining the merits of anthropocentrism and ecocentrism.

• 한국환경교육학회지:환경교육
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• 제20권4호
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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.

• 한국환경교육학회지:환경교육
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• 제20권3호
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• pp.113-124
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• 2007

The purpose of this study is to investigate the direction of how to educate water shortage problem to middle school students. In the reality that many people of the world have been painful of the water shortage problem, Korea is classified as 'water shortage country'. Here, we investigated the awareness of middle school students about the contents related to the water shortage problem by surveying with the questionnaires developed in this study. And we analyzed how water shortage problem appeared in the environmental textbook of middle school. Based on these, we examined the direction of environmental education in middle school on the theme of the water shortage problem. The results of the survey showed that students revealed difference of knowledge and experience, and also revealed difference of knowledge and feeling related to the water shortage problem. The students had the knowledge about water shortage problem but they did not have experience in their real lives. Also, the results of the survey showed that students had attitude of waste in water use, even though they had awareness and knowledge about the importance of water resources. And the students did not have enough knowledge related to the water shortage problem. From the analysis of the textbooks, We found that the contents were not composed to enhance deep understanding of the students about the water shortage problem. Based on the analysis of the results, the directions of middle school environmental education in Korea about water shortage problem were extracted in this research.

• 한국환경교육학회지:환경교육
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• 제19권1호
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• pp.116-127
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• 2006

An environmental problem is the important issue of mankind. It should be treated main discourse in our period. There are many assertions related to environment but they are not to be clearly classified because of miscellaneous paradigm. It is possible to classify into two category on the basis of human attitude toward nature and environmental problem. One of them is technocentrism and the other is ecocentrism. This classification is helpful to understand various environmental discourses. Owing to different paradigm approach, technocentrism and ecocentrism have different concept for environmental problem. Environmental problem has relation to logic behind economics. Technocentrism is powerful to the real life in behalf of economic rationalism. So they have a striking contrast. This study made clear the differences between technoentrism and ecocentrism. But ecocentrism is important for the only settlement of environmental problem in ecocentric perspectives.

• 환경위생공학
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• 제22권4호
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• pp.105-117
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• 2007

The research was conducted based on the 1012 cases questionnaire for the purpose of to evaluate the change effect of university student's consciousness and behavior before and after lecture on environmental problems. And this questionnaires were performed with self-administered by the university student who made a application for liberal arts related to environmental subjects. The results were as follows. According to the analysis results the most students responded that the most serious problem of environmental pollution before the lecture on environmental education was a genetic modified organism(3.64/4.00), but the most serious problem of environmental pollution was changed to the topic of water pollution(3.96/4.00) after the lecture on environmental problem. And also according to the analysis results dributed by gender were that boy students show a higher concerning(170%) than that of girl students(150%). The most good results obtained after lecture on environmental problem were water pollution(23.0%), air pollution(11.5%), waste material pollution(10.9%), food additives (10.0%), genetic modified organism(8.0%), endocrine disrupter(7.5%), respectively. And according to the analysis results distributed by a grade were that the concerning of a low grade(freshman, sophomore)were higher than that of a high grade(junior, senior) in the topic of water pollution, air pollution, waste material pollution. But there were high level of awareness on the topic of food additives, genetic modified organism, endocrine disrupter to the all students(freshman to senior). And according to the analysis results distributed by a major field of study were that students who major in art & athletics, liberal art and etc(public health) were show a deep concerning than that of science & engineering. Finally, the environmental education during the university class were effectively contribute to increase the awareness of the seriousness of environmental pollution problem(8.2%) and also contribute to the practical life after class also increase their consciousness of environmental problem(59.8%).

• 한국환경교육학회지:환경교육
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• 제17권2호
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• pp.94-105
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• 2004

The purpose of this study is to understand what kind of effects a local residents’ participation on a local environmental problem has on the Environmental consciousness of the resident, and on the local community. I (researcher) employed qualitative research methods on the residents' environmental movement, which claimed to preserve the Sung Mi Mountain from the Seoul City Hall's plan of the water reservoir construction. I tried to understand the participation motivation and participating actions, and also the changes and effects the participation brought at both a personal, and community level. The data were gathered by means of in-depth interview with the local residents and unstructured questionnaire. At first, through the residents' environmental movement, the participants acquired a growth in environmental consciousness. For example, they obtained better understanding of the environment, change of attitude to environment, and participation function. Secondly, it is meaningful that a local tie intervened by the environment, enforced self-governing, and shows how community sentiment plays an important role for local community organization. Moreover, the environmental movement contributed to developing a ‘culture for participation’. In conclusion, participating in a local environmental problem can be an integration of learning and practice and also leads to reflective thinking about the relationship not only between human beings and nature, but also among human beings. In addition, it can buildup a systemic cooperation for local problem-solving and the ability to make an alternative culture in the community. These are the significances of the local environmental problem-participation on the environmental education.

• 대한영양사협회학술지
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• 제6권2호
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• pp.71-78
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• 2000

Environmental pollution induced by food wastes is considered as one of very serious problems in the world, and it is the most important to reduce the production of food wastes. In this study, environmental campaign for reducing food waste was conducted by applying various campaign methods using such as a bulletin board, intra-network, slogans & posters and news letters, as well as some systems such as penalty and prize in a business & industry foodservice. We investigated customers' recognition and execution degree before and after environmental campaign for the purpose of analyzing the changes of customers' attitude by the campaign. The subjects of this study had generally high level of recognition of environmental problem(3.09 point) compared to the execution degree(1.88 point)(Max. 5 points), implying necessity for the induction of actual execution of food wastes reduction by continuous environmental campaign. After environmental campaign, the recognition of environmental problem related to food wastes was significantly increased from 3.09 point to 3.29 point (p<0.001), and the execution degree for food wastes reduction was also greatly increased from 1.88 to 2.70 point (p<0.001). These changes indicated that campaign for food wastes reduction has raised customers' recognition and execution for environmental protection.

• 한국환경교육학회지:환경교육
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• 제20권2호
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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.