• Hwankyungkyoyuk
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• v.25 no.2
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• pp.224-241
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• 2012

The purpose of this study was to review the research trends in school environmental education. We analyzed 383 research papers that specifically focused on the school context which were 66% of the total number (N=577) published in this journal between 1990~2011. We defined the characteristics of review and developed a review method by examining previous review studies in this area. The review framework for school environmental education research was devised in terms of seven research areas: 1) Theories and objectives of school environmental education, 2) Environmental awareness, attitude and behavior, 3) Current issues in environmental education in the school context, 4) Instructions and programs, 5) National Curriculum, 6) Environmental education contents, and 7) Teacher professionalism. In this paper, we present dominant features within each category with focus on the overall trends of research methods and themes. Finally, we discuss research issues emerging out of the empirical analysis for considering the value of research for enhancing the quality of environmental education in schools.

• 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.

• Journal of People, Plants, and Environment
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• v.24 no.5
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• pp.509-517
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• 2021

Background and objective: Problems currently occurred in the environment are caused by a lack of environmental awareness of the community. Biology students learn the environment in ecological learning. Students must explore environmental knowledge (EK) and are expected to have high environmental awareness (EA) and then apply their knowledge in daily life with pro-environmental behavior (PEB). There is a need for designing climate-change book serials for university students (CCBS-US) towards contextualized learning. This study aimed to determine the relationship between EK and EA and the PEB of biology students as a baseline for designing CCBS-US. Methods: The study used a quantitative descriptive method with a correlational design. Total 136 biology students from a state university in Jakarta, Indonesia served as samples of the study. Results: Research results revealed a positive relationship between EK and PEB of biology students. There was a positive relationship between EA and PEB of biology students and between EK and EA and PEB of Biology students. Moreover, 77% of students reported their EK is very high, 55% of students reported their EA is medium, and 46% of students reported their PEB is medium. Ecological learning has a vital role in shaping the EK, EA, and PEB, thus CCBS-US needs to be developed. Conclusion: The study concluded that there was a relationship between EK, EA, and PEB. The study recommends the development of CCBS-US based on the survey results.

• Hwankyungkyoyuk
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• v.20 no.4
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• pp.166-179
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• 2007

The purpose of this study is to find a concrete plan by examining effect of environmental education program on Environment-friendly Attitudes in sixth grade elementary school and to testify the educational values of environmental education program. The study was carried out by 32 students, which was experimental group and by 32 students, control group, in the sixth grade of Y elementary school located in yangjung, Busan city. Both group was found out the same quality group through the pre-test. Environmental class using environmental education program was applied to experimental group and traditional lecture class was applied to control group. After executing post-test to each group, comparative analysis was conducted by t-test using a SPSS 12.0 program. The result of post-test showed that experimental group taken environmental class using environmental education program was more statistically meaningful than control group taken traditional lecture class in the cognitive, emotional, behavioral area. As a result, in sixth grade elementary school environmental class using a environmental education program was more effective in knowledge-acquirement about the overall environ mental programs, and in fostering Environment-friendly Attitudes and behaviors than traditional lecture class. The teacher must develop efficient environment education program in such side.

• 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.

• Journal of Korean Home Economics Education Association
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• v.17 no.2
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• pp.129-143
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• 2005

The purpose of this study was to verify the validity of Ohio State Teacher Efficacy Scale(OSTES: Tschannen-Moran, 2000) when used with Korean home economics teachers. To achieve this purposes, the surveys with 263 secondary school home economics teachers was conducted by the prime investigator. Statistical procedures included descriptive statistics, factor analysis, internal consistency. Cronbach's a was calculated to test the reliability of items and their internal consistency and Exploratory Factor Analysis(EFA) was conducted to test the structure of each factors with principal analysis and varimax rotation. Confirmatory Factor Analysis(CFA) was conducted to test the factor validity of this scale with AMOS program. The reliability test result of 20 items appeared Cronbach's a=.86. The factor analysis on teacher efficacy with 263 survey of secondary school home economics teachers produced 5 factors including efficacy in classroom management. efficacy in needs assistance, efficacy in instructional strategies, efficacy in environmental assistance and efficacy in teaming assistance. The validity of teacher efficacy scale was moderately verified by the confirmatory factor analyses(GFI=.87, AGFI=.84. CFI=.86. PNFI=.72, RMR=.05. RMSEA=.07). The results lend a support to the teacher efficacy scale as a valid instrument.

• Journal of The Korean Association For Science Education
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• v.42 no.1
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• pp.127-147
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• 2022

Pre-service science teacher education is important to elaborate the quality of science teaching and learning in schools. Therefore, many pre-service science teacher education researches have been done in Korea. However, almost no research has comprehensively reviewed those literatures including secondary teacher education context. This study reviewed 410 pre-service science teacher education researches in Korea, from 1995 to 2021 published by 17 journals in KCI. The trends were analyzed with respect to the number of article according to period, keyword frequency, and qualitative features. The qualitative features were coded in multiple aspects of pre-service teachers' type, major, subject-matter in research context, research approach, data type, and the number of participants. The results indicate that the number of research articles has increased by about 40 for every 5-year period. JKASE has published most articles, and the diversity of journals has increased since 2010. Keyword frequency revealed that scientific concepts, science teaching efficacy, nature of science, and other teaching and learning contexts were emphasized. In qualitative features, the most frequent pre-service type was secondary in 'general' science context. For research topic, 'pre-service teacher education program' and 'perception and cognitive domain' were the most frequent. Most of the articles have 'analyzed' the phenomena or consequence of educational issue. Most research was conducted with 11 to 30 participants. These patterns of qualitative features have differed according to period, and types of pre-service teacher. Suggestions for the future pre-service science teacher education research topic were explored, such as policy-administrative research, integrated science teacher education, teacher agency, and environmental education.

• Hwankyungkyoyuk
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• v.11 no.1
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• pp.195-216
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• 1998

This study was planned to define the concept and the patterns of the fields for environmental education through the theory review about the fields for environmental education that were important at school environmental education for field-experience learning, and to survey the using status of the fields for environmental education and the awareness of teachers who have been teaching practically students environmental education in school through the questionnaire. The results derived from this study were as follows ; First, the use of the fields for environmental education in environmental education is necessary aspect of the importance of field-experience learning and the environmental education strategy through personalization of environment and is essential to the substantiality of school environmental education. The concept of the fields for environmental education is defined that it is used as place(space) for environmental education, is located most outdoor space, promote students the concern and consciousness about environment. The patterns of the fields for environmental education may be classified the field for nature observation learning surrounding, the fields for nature observation and field survey, the fields for visit and field trip, and the fields for experience and participation by the contents and the purpose of educational program. Second, according to the results of the teacher's awareness survey, most responded teachers gave an affirmative answer about the necessity of practical use of the fields for environmental education, and it was used mainly in special lecture, weekend, and legal holiday. Also, it was surveyed that time for using the fields was brought as the most serious obstacle by teachers. In particular, teachers preferred the environmental education fields for experience and participation above all others. Third, from the results about the using status of the fields for environmental education, school environmental education mostly have been taught in indoor classroom, school landscape(school grounds) was evaluated the most easily useful the fields for environmental education in formal lecture, because it can solve the lack of time. Also, it was proved that eco-park, stream, and river were fit for the field-experience learning with small students group.

• Korean Journal of Human Ecology
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• v.12 no.5
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• pp.687-697
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• 2003

This study was conducted to investigate the antecedents of teachers' science teaching efficacy in day-care setting. Also, this study aimed to identify relationships between day-care teachers' personal science teaching efficacy and their perspectives on early childhood science education. The subjects were 176 day-care teachers in rural area of ChoongCheongNam-Do. The survey method was used to collect data from the day-care teacher. The instrument were Rigg & Enochs(1990)'s Science Teaching Efficacy Belief and Kim(l998)'s scales for the Goa1s in Early Childhood Science Education. Main results were as follows: 1. Day-care teachers' personal science teaching efficacy were significantly related with the personal variables such as teachers' education, in-service science workshops, science book reading, science-related hobby but not with teachers' age, pre-service science credits and total years of teaching experience. 2. Among the environmental variables, science activity areas were significantly associated with day-care teachers' personal science teaching efficacy. However, location of day-care center, age of children, number of children, teacher-child ratio, facilities for science education and scheduled time for science education did not affect it. 3. Day-care teachers of high content- and process-oriented goals in early childhood science education were highly efficacious teacher, while the teachers of low content- and process-oriented perspectives gained the lowest score. However, the content-oriented teachers and the process-oriented teachers did not differ in terms of day-care teachers' personal science teaching efficacy.

• Hwankyungkyoyuk
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• v.7 no.1
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• pp.30-45
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• 1994

This study was conducted to investigate the concern of the primary school teachers and the teaching situation about the environmental education through questionnaire survey on the effective environmental education. The results of questionnaire were analysed and discussed to provide the effective teaching method for the environmental education. The result of this study is as follows. 1. It was found that teachers want to teach environmental lessons as a special subject, and the content of the environmental lessons in textbook was not enough in quantity, the living waste was the most serious ploblem. Owing to the lacking in materials for the lectures on environmental education, most teachers collect the material depending on the mass communication. Also they were more interested in the environmental lessons rather than the other lessons in textbook. But because of the lacking in administrative assistance, they have difficulty in conducting the effective environmental education. 2. The teaching method of the environmental education in most primary schools was a all together-type lecture in classroom. Owing to conducting the environmental education for the knowledge than the action through the extra activity, it was difficult to expect the effect of the environmental education. Also the rate of using the reflection materials which can be improved the studying effect was very low. 3. For the effective environmental education most teachers wanted the spot learnings and the case studies and teacher education and training to get an special knowledge for environmental education. The effective evaluation method for children's environmental education is to present the results by environmental experiences and practices and to formulate a system education is organized for the effective management and activation of environmental education. 4. By practising the seasonal spot learnings, students need to change of learning method and to realize the importance of environment through own self-experiences. 5. In the future, it is desirable that researching of an environmental education is offered the effective practising teaching method which is improving the development of customs and functions, cultivation of the sense of value, ability to solve the problem, to determine the intention as well as the survey on the real situation and the consciousness about environmental education.