• Hwankyungkyoyuk
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• v.21 no.3
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• pp.26-40
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• 2008

This study aims to analyze the science content in secondary school environmental education(EE) textbooks and the environment-related content in secondary school science text- books. Firstly, a total of 73 EE and science textbooks for secondary students were reviewed, which three kinds of textbooks, secondary school EE textbooks and the 10th grade "Science" textbooks, were finally selected for analysis. Three researchers separately analyzed the textbooks using NAAEE framework(1996) for the development of EE materials. In condition that there was a disagreement in their opinion, they had discussed until they came to an agreement. The results showed that secondary school EE textbooks contained more and deeper science concepts than the 10th grade "Science" textbooks, which were evaluated better in all perspectives of the analysis framework. The 10th grade "Science" textbooks had more various teaching and learning activities than EE textbooks. It it expected that the new EE textbook developers should consider the ultimate goal of EE which focused the affective perspectives rather than the cognitive perspectives.

• Hwankyungkyoyuk
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• v.20 no.3
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• pp.89-101
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• 2007

The purpose of this study was to analysis natural disasters which can be applied environmental education for elementary students. For this study, the elementary society and science textbooks were selected. The results of this study are as follows. the society textbooks contain 2 units of the natural disaster in the 4th and 5th grades. In the science textbooks, 5 units of the natural disaster were showed in 3rd, 5th and 6th grades. The learning quantities were 4 hours in society textbooks and 7 hours in science textbooks. In society textbooks, the contents relating meteorological disasters were dominance. But the science textbooks were showed both meteorological and geological disasters. In aims of learning, while the society textbooks were focused as damages, prevention, counter-plan and restoring plan of the natural disaster, the science textbooks were emphasized damages. the photos in society textbooks, meteorological disasters were superiority in number; especially the flood and heavy rain were 76%. In science textbooks, the photos about earthquake were prominent as 40%. For activating environmental education in elementary school based on these results, it can be suggested that the effects of natural damage as tsunami and global warming should add to elementary textbooks. And the elementary teachers need to understand contents and photos relating environment problem in the elementary textbooks.

• Journal of Korean Elementary Science Education
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• v.37 no.3
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• pp.285-295
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• 2018

The purpose of this study is comparing cognitive development of elementary $4^{th}$ graders and cognitive demand of activities in lesson 'The mirror and the shadow.' Also, the researchers tried to reveal how cognitive development of elementary $4^{th}$ graders and cognitive demand of textbook activities affects the achievement of students. To study students' cognitive development, the researchers use GALT(Group Assessment of Logical Thinking). Piaget's scientific thinking is used to evaluate cognitive demand of textbook activities. With several experts in science education the researchers discussed which scientific thinking is contained in each activities. The results were followed as : (1) The third of activities are significantly affected by students' cognitive development. (2) The another third of activities are influenced by not only students' cognitive development but also other factors experimental instrument. (3) The environmental factors had meaningful impact on the other third of activities.

• 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 Environmental Science International
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• v.21 no.8
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• pp.909-929
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• 2012

It is an after-school material for elementary school student based on STEAM education which has a theme of water pollution as a global issue. First of all, we take a look at various ways of measuring water pollution and among them, we include experiment for student to know about the water pollution by using indicator organisms. Next, we examine how some elements in our daily life affect on water and provide class with systematically technological and engineering solution. With this text book, we let the student recognize environmental problem and seek for the solution about it. Therefore, it helps student to connect with stream of thought.

• Journal of Korean Elementary Science Education
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• v.38 no.4
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• pp.465-474
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• 2019

The purpose of this study was to investigate the effect of the experience-based ecology-environmental STEAM education on ecological sensitivity of elementary students. The research subjects were 62 third graders of S elementary school located in Incheon. They were divided into the experimental group of 33 students and the comparative group of 29 students. The experimental group was provided the educational program with the experience-based ecology-environmental STEAM education. The comparative group was provided the theoretical and ecological self activity program based on the textbook. The results of this study can be summarized as follows; First, the experience-based ecology-environmental STEAM education had a meaningful effect on improvement of ecological sensitivity. Second, we found that access to the ecological environment education is important in all subjects, not in education that is biased toward. Third, in ecological environment education, experience-oriented education methods are more meaningful than indirect experiences trapped in textbooks. Fourth, ecological environment education can contribute to the improvement of ecological sensitivity as well as the intellectual aspect of ecology and environmental science. In conclusion, it was found that the ecological environment program should be conducted with activities of experience.

• Journal of The Korean Association For Science Education
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• v.13 no.2
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• pp.257-271
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• 1993

Four science concepts were selected from high school earth science textbook to investigate the differences in students knowledges activated in laboratory and earth environmemtal contexts. Two items, one is for laboratory and the other for earth environmental contexts, were develped for each selected concept. Students' responses were analyzed in terms of 'Common Activated Knowledges' (CAK), 'Specific Activated Knowledges'(SAK) across students' cognitive frames, grades and sexes. As contextual differences of the problems increased, gender contributed more than other variables to the frequencies of activating CAK and SAK. Context effects were also reported across cognitive frames for CAK, but SAK became more avtivated when the contextual differences of the items become smaller. As a whole, students with laboratory cognitive frames showed more significant context effects than others. Students in 11th grade, with scientific frames and with earth science cognitive frames showed relatively small context effects. The results of the study showed that sciene concepts learned in a laboratory context are not usually transferred spontaneously to earth environmental contexts. Special instructional strategies should developed to overcome the context effects.

• Korean Journal of Environmental Biology
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• v.17 no.3
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• pp.305-313
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• 1999

As a comprehensive study on the development of curriculum for environmental education based on the standpoint of ecology, the environmental issues within the science textbooks used in the elementary, middle and high school were analyzed with the special emphasis to four aspects; 1) the causes and 2) the examples of environmental pollution, 3) the principles of ecology, and 4) the endeavor to overcome environmental crises. The results confirm that the science textbooks were written on the basis of Environmentalism rather than Ecology, and the environmental issues were listed fragmentarily within the subjects related to science, and not systematically assembled between inter-subjects or-sciences. Therefore, the systematic and inter-scientific approaches based on the ecology will be needed for further and better environmental education.

• Journal of Environmental Science International
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• v.30 no.3
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• pp.207-218
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• 2021

This study was conducted to provide basic data for the establishment school forests in order to utilize school forests as a place for environmental education through analyzing the planting status in elementary schools located in Changwon-city. School forests including meditation forest were the largest in Yongho elementary school (below e.s.) in meditation forest school and Dogye (e.s) in normal school. Jehwang (e.s.) and Sangnam (e.s.) showed the most abundant green area given for the management per member. The number of planting species and individuals in school forests differed greatly by elementary schools. There was also a difference in the number of planted species for establishment of meditation forest. There were no significant difference the concordance rate between the plants planted in the school forest and the plants mentioned in the textbook between meditation forest schools and normal schools. Index of ecological health averaged 3.2 for meditation forest schools and 2.4 for normal schools, which is the result of increase in green area and green rate due to the establishment of the meditation forest.

• Journal of the Korean Chemical Society
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• v.43 no.3
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• pp.321-327
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• 1999

The STS materials, emphasized in the 6th curriculum, in the chemistry part of middle school science textbooks were analyzed. The average value of the STS content of textbook was 13.2%. In the study of chapter of textbook, 15.9% of STS materials was included in the chapter of ？reaction of materials?, 12% in "character and separation of materials", and 10.8% in "composition of materials". When the STS topics classified by Piel were analyzed, the results were as follows; 40.2% on sociology of science, 28.8% on environmental quality and utilization of natural source, 20.4% on effects of technological developments, and 12.9% on energy. However, the topic on human engineering was only included in a textbook, and the topics on space research and national defence were not included in any textbooks. When the STS materials were analyzed by student activities of SATIS, the number of activities was 71. Most activities were consisted of solving problems and decision, simulation and data analysis, and there was no research design and role playing.