• Environmental Analysis Health and Toxicology
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• v.30 no.sup
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• pp.4.1-4.7
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• 2015

Objectives Approximately 2000 phase-in substances are subject to registration according to the Act on the Registration and Evaluation, etc. of Chemical Substances (K-REACH), and the expected testing cost is 2.06 trillion Korean won assuming all the test data required for registration are acquired. The extent to which these enormous test costs can be reduced depends on the availability of existing data that can be used to meet the requirements of the K-REACH we examined the current availability of test data that can be used for chemical substance registration. Methods We analyzed the possibility of utilizing the existing test data obtained from 16 reference databases for 369 of 518 kinds of phase-in substances subject to registration that were reported in last October 2014. Results The physical and chemical properties were available for 57.1% of substances, whereas data regarding human hazards and environmental hazards were available at considerably lower rates, 8.5% and 11.8%, respectively. Conclusions Physical and chemical properties were available for a fairly high proportion, whereas human hazards and environmental hazards were reported for considerably fewer substances.

• Journal of the Korean Geographical Society
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• v.39 no.1
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• pp.132-152
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• 2004

The critical point in this research is that the research on the phenomenon "teaching geography" should include how various elements consisting of the phenomenon are interrelated with each other in diverse angles, not deal with only teaching methods. This research focused on the relationships of the three components of teaching geography : contents of geography subject matter; learner; and scaffolding. Firstly, the characteristics of contents of geography subject matter were analyzed. Geographical knowledge was classified into four categories based on the way of perception. And then the selected geographic contents for this study were done didactic transposition into materials for geography education. These can be presented in a specific classification system from a context of geography education. Secondly, four categories of learning styles were divided by the way learners perceive and process information : Diverger; Assimilator; Converger; Accommodator. Each was connected with learner′s preferred contents of geography subject matter. The correlation between divergers and typical CulturalㆍHistorical Geography and Environmental Geography was high. So was between assimilators and typical Physical Geography and UrbanㆍEconomic Geography. Learners of Converger style tend to prefer GIS and Cartography. Finally, Regional Development and Regional Environmental Problems were highly correlated with accommodators.

• Hwankyungkyoyuk
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• v.9 no.1
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• pp.90-99
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• 1996

This study focused on the investigation of objects and contents of environment-related chapters which were contained in the biology textbooks of middle school in the 5th curriculum, and in the 6th curriculum. As a result of objects analysis, cognitive domain such as the knowledge and information categories were allocated more than affective domain as skill, value and attitude, and behavior and participation. Compared with the 5th curriculum, the average-pages of environment-related chapters in the 6th curriculum were decreased. Environment-related chapters in the 6th curriculum also dealt negligibly with the real environmental problems in our country. Therefore the importance of the environment-related chapters of biology textbooks in the 6th curriculum was relatively deceased compared with that in the 5th curriculum. In considering the actual low optional rate of environment subject in middle school, it was thought that the reinforcing effect of environmental education can be hardly expected. Rather, the status of environment subject will grow weaker and weaker. Thus, in order to avoid the deterioration effect of its status and solve its problems, it is necessary to up-grade environment subject as obligatory course or needs strong reinforcement of environmental education.

• Journal of the Korean Society of Environmental Restoration Technology
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• v.6 no.4
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• pp.33-42
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• 2003

Nowadays, according to the interests in the environmental infinity for the housing complex, there are various studies going on for setting general ideas and plans of them. And in some of the leading places are applied by the infinity of the natural environment. So, by this study, I analyzed the classification and the system of the infiltrated facilities for the rainwater and then suggested the problems about these and the studies for the generalization of the infiltrated facilities for the rainwater based on my real investigation of the center of infiltrated facilities for the rainwater in the Kiheung, Sangal Kum Hwa Village designed and builded by the Korea Housing Corporation for building housing complex with the infinity of the natural environment. I grasped the realities based on subject investigations and designs and found out the infiltrated facilities for the rainwater in the subject. Those are the porous concretes, pebbles and cobbles. The problems in the subject are supervision of these places and a shoddy and fault constructions by the ignorance and lack of recognition for the construction. These will be solved by reconsidering of the infiltrated facilities for the rainwater. The system of the infiltration is that the rainwater of the top of the building flows into the brook in the subject through the field of the subject. There must be going to be leading studies on the effect of these facilities and influence on the environment for the generalization of the infiltrated facilities for the rainwater of natural environment.

• Computers and Concrete
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• v.1 no.4
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• pp.417-432
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• 2004

An analytical model which can simulate the post-cracking nonlinear behavior of reinforced concrete (RC) members such as bars and panels subject to uniaxial and biaxial stresses is presented. The proposed model includes the description of biaxial failure criteria and the average stress-strain relation of reinforcing steel. Based on strain distribution functions of steel and concrete after cracking, a criterion to consider the tension-stiffening effect is proposed using the concept of average stresses and strains. The validity of the introduced model is established by comparing the analytical predictions for reinforced concrete uniaxial tension members with results from experimental studies. In advance, correlation studies between analytical results and experimental data are also extended to RC panels subject to biaxial tensile stresses to verify the efficiency of the proposed model and to identify the significance of various effects on the response of biaxially loaded reinforced concrete panels.

• Hwankyungkyoyuk
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• v.11 no.2
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• pp.1-13
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• 1998

The purpose of this study is to investigate thel present situation and to analyze the needs and problems of the $\ulcorner$Environment$\lrcorner$ subject in secondary school of the current 6th curriculum in Korea and to indicate the directions of improvement environmental education. The first step of this research was to review the related literature and the result indicated that the number of secondary schools that selected $\ulcorner$environment$\lrcorner$ subject and the teachers who have $\ulcorner$environment$\lrcorner$ certification of a second-major has increased yearly but it shows much difference by regions. The second step was questionnaire surveys on 60 $\ulcorner$Environment$\lrcorner$ teachers in secondary school. According to the survey, 65% of teachers are not certificated and 50% of teachers have no self-confidence of teaching. And most of teachers thought it was difficult to select the modules out of textbook and teachers had difficulties such as the lack of appropriate reference materials and instructive experience of their own instructive experience of active researches. The third step was the questionnaire survey on a students group(606) learning the $\ulcorner$environment$\lrcorner$ subject and a students group(621) without the $\ulcorner$environment$\lrcorner$ subject in secondary school. The group learning $\ulcorner$environment$\lrcorner$ subject showed significantly higher scores than those of the group without $\ulcorner$environment$\lrcorner$ subject in most items. And among the students having $\ulcorner$environment$\lrcorner$ subject, the first year students achieved the highest score, and it revealed that the teaching was most effective to them. The suggestions based on the results of this study are as follows. First, the uncertifiable teachers currently teaching $\ulcorner$environment$\lrcorner$ subject should be given priority to the second-major certificate training program ; which are diverse in contents according to differences of majors and levels. Second, specific and practical re-training programs for the certificated teachers teaching the subject are needed. Third, considerable and continual adjustment of the textbook yearly is required in addition to regular curriculum amendment. Fourth, the more efficient and actual teaching.learning methods of $\ulcorner$environment$\lrcorner$ subject education that can attract students' interest must be developed. Fifth, it is most desirable to have first year students select the subject.

• Hwankyungkyoyuk
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• v.22 no.3
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• pp.125-135
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• 2009

In this study, we discuss pedagogical content knowledge (PCK) of pre-service environment teachers since PCK is one of the most important professional competencies for teachers. In Republic of Korea, environmental education is taught as an independent subject in middle and high schools. Thus, pedagogical content knowledge (PCK) of environment teachers plays an important role for quality EE at schools. The purpose of this study is to find out the PCK(Pedagogical Content Knowledge) of pre-service environment teachers. Researchers collected and analyzed data from four environmental education department. Study method used a questionnaire for eighty-two pre-service environment teachers. The study results are as follows. Seven part of PCK(Knowledge of Instructional Strategies, Knowledge of Representation, Knowledge of Subject Matter, Knowledge of Evaluation, Knowledge of Students, Knowledge of Curriculum, Knowledge of Environmental Context) exists the significant difference in pre-service environment teachers. The highest part is the Knowledge of Environmental Context and the lowest part is the Knowledge of Evaluation in pre-service teachers. So the curriculum of environmental education department will be changing that emphasize the Knowledge of Evaluation and the Knowledge of Students.

• Proceeding of Spring/Autumn Annual Conference of KHA
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• 2003.11a
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• pp.95-100
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• 2003

The purpose of this study is to evaluate the noise environment of one-room type multi-family housing around the campus. The field measurements on equivalent noise level of indoor and outdoor were carried out in 6 subject house units during the 26th${\sim}$28th of November 2002. The results are as follows. 1) Outdoor noise levels of 6 subject buildings were distributed 52.8${\sim}$65.3dB(A) and were inappropriate to the standard for environmental noise, 55dB(A). 2) Indoor noise level of 6 subject house units were measured 27.5${\sim}$63.5dB(A). These values were higher than the indoor noise standard (40dB(A)) except subject house D(average 37.6dB(A)). 3) It was found that the differences of indoor noise levels between subject house units were caused by resident's living factor, characteristics of window, and existence of balcony.

• Hwankyungkyoyuk
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• v.18 no.1 s.26
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• pp.1-30
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• 2005

Environmental education as worldwide sustainable education is effective when it is carried out as early as possible. But we do not have any aims and textbooks for environmental education in the elementary school. The purpose of this study is systematizing environmental syllabus as sustainable education. To achieve this purpose, firstly, the meaning of environmental education as sustainable education was conceptualized, secondly, the aims of environmental education was set up, thirdly, domains of environmental education was revised, and lastly, the syllabus for environmental instruction were created for each grade. Literature review was practiced over 143 textbooks and teacher's guidebooks from the 4th to 7th curriculum period. The result of this study follows. First, environmental education as sustainable education in the elementary school was conceptualized as an integrative education to keep the lifelong education and welfare. Second, the synthetic aim of environmental education as sustainable education in the elementary school was set up as 'cultivating desirable environmental people that behave for the sustainable future with environment-friendly value and attitude. Third, our environmental domains were divided into 11-12 independent areas, and ESSD (Environmentally Sound and Sustainable Development) was located on the subcategory of environmental domain. These domains were revised into three environmental domains and five sub-domains. Fourth, according to the aims of environmental education as sustainable education and five environmental domains, 253 objectives were established. Fifth, objectives of environmental education of 10 subject matters and integrative objectives were presented. Sixth, based on the objectives of domains and subject matters, 255 contents for environmental education in the elementary school were abstracted and distributed to each grade in the consideration of balance among domains and appropriateness of grades. Seventh, analytic results of textbooks of 7th curriculum shows heavy stress on the 'knowledge perception' section and deficiency on the altitudes and behavior section. The environment-related level and contents overlapped and fragmented deeply. Furthermore, 33 parts of textbooks could bring to mis-concept on environment.

• Hwankyungkyoyuk
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• v.17 no.2
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• pp.50-59
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• 2004

The environment subject has been introduced to the national curriculum in 1992 in order to overcome serious environmental problems. As using environmental issues in a class, the environment teachers inevitably face some conflicts associated with their role. By applying the questionnaire survey to 192 environment teachers, this study was conducted to understand their attitude and awareness of teacher role in the issue-based classes. The results showed that the majority(92.2%) of the participants had willingness to share their opinion on the issues under consideration with their students. This result implied that environment teachers maintain a position considerably different from the position (value-free and fair) that has been favored and suggested by previous research. This discrepancy may has been related to the unique history and identity of the environment subject in Korea. Despite their high level of willingness, the environment teachers also seemed to experience several barriers to managing issue-based classes effective such as time management, low students interest, and limited teaching materials. To make environmental issue-based classes interesting and meaningful, additional efforts are need to develop issue-based teaching modules and provide both teachers and teacher students with opportunities for learning those modules and teaching strategies.