• Hwankyungkyoyuk
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• v.16 no.2
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• pp.65-73
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• 2003

This study has an aim to construct a reference frame to analyze the appropriateness of environmental education(EE) materials of elementary schools, and to search the basic direction of the scheme for analysis. In addition, this study has an aim to induce what the results of this analysis suggests for the development and reconstruction of EE materials. It was analyzed how truly EE materials reflected contents selected as an analysis scheme, after grasping practical use and features of textbooks, audio-visual materials, and a web-site that are typical materials in EE of elementary schools. The results in textbook analysis were that there were a human-centered environmentalism in the EE unit ("Environmentally Sound National Development", 5th Grade) of Social Studies. The result in analysis of audio-visual materials "Environmental Warrior, Zentaforce" of EBS, were that there are unhealthy environmentalism in that material. In other words, technology itself is considered as a almighty means to solve environmental problems. Finally, the result in web-site analysis were that the "Environmental Class" of Ministry of Environment did not have sound environmentalism. The above result of study shows us that the most important thing in developing and using the environmental education materials is to have sound environmental values and EE perspective, to evaluate EE material with various point of view, to judge its result, and to use it.

• Journal of Korean Society of Rural Planning
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• v.16 no.4
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• pp.95-108
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• 2010

21st century has begun as an age of green growth. Development paradigms disregarding environmental sustainability are being changed and henceforth, stronger efforts should be made to discover and utilize green values. With the importance of green values, rural amenity which is in the spotlight as a new channel to change the way people think about depressed agriculture and rural community could be the key to discover green values of rural area. This study is to emphasize rural amenity and to rectify prejudiced and distorted contents of agriculture and rural community in agricultural highschool textbooks. By doing this, students of agricultural highschool who will lead agriculture in the future will come to recognize the importance of agriculture and rural area and discovering it's values. This study was done through analysis and development of contents in 39 kinds of textbooks of Agricultural highschool. A content analysis was employed to examine to what extent the contents on agriculture and rural community were reflected in the textbooks of agriculture highschool. And 262 new education contents formulating positive and exact rural amenity concept were developed and 62 of them were included in textbooks.

• Hwankyungkyoyuk
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• v.18 no.2 s.27
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• pp.44-54
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• 2005

The emphasis in environmental education for children should be on awareness, appreciation, and sensory experiences. By offering children opportunities to experience the elements of nature that surround them, teachers elevate children's comfort level and familiarity with the natural world. But many children have little contact with nature, because of urban living, hurried schedules, TV's attraction, and the low value most schools place on outdoor activities. So, teachers have to expand the real out-of-door experiences into the classroom by sharing and making accessible books focusing on nature and the natural environment. Namely, quality children's literature is an excellent vehicle for extending a particular experience or introducing new ones. Building on outdoor experiences through stories encourages children to explore more deeply what they have observed and experienced-concepts are reinforced, new knowledge gained, vicarious experiences provided. There are three-fold classification of environmentalism, especially environmental ethics, and three-aspects of the history in children's literature. The analytical results of this study are as follow. The environmental ideology in elementary Korean textbooks varies from 'egocentrism-didacticism' to 'ecocentrism-fantasy'. This finding has implication for selecting children's books and teaching environmental contents in elementary school. Therefore teachers and parents need to get ready to receive ecocriticism.

• The Mathematical Education
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• v.60 no.2
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• pp.173-190
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• 2021

Education for Sustainable Development is an imperative mean to achieve the sustainable development which is the key idea that meets the needs of both present and succeeding generations by reconciling environmental protection, social development and economic growth. This study addressed the following question. First, what is the overall structure of the ESD contents presented in the textbooks? Second, How are the sub-contents of ESD distributed in the textbooks? Lastly, How are the ESD contents connected to mathematics in the textbooks? For this purpose, the contents in the elemtentary mathematics textbooks from 1^st to 6^th grades were analyzed at both macro and micro levels through quantitative and qualitative research methods. As results, contents related to environmental, social, and economic dimensions were presented from the first grade. The contents were involved the mathematics content domains of Numbers and Operations, Data and Possibilities, and Patterns. However, the contents were presented intensively in middle and high grades, and environmental topics accounted for a high proportion. Among the activities related to ESD, many were focused on solving problems mathematically while some were presented to solve problems as well as to consider sustainability through the activities. Based on the results, the study aims to provide implications for the direction of mathematics education for sustainable development in elementary school.

• Proceedings of the Korean Society for Environmental Edudation Conference
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• 2001.07a
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• pp.199-201
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• 2001

• Hwankyungkyoyuk
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• v.22 no.3
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• pp.31-48
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• 2009

The purpose of this study is to develop the elementary environmental textbook relevant to global warming based on responsibility ethics. To achieve the purpose, concrete study processes are as follows. First, the theory of responsibility ethics of Jonas was analyzed. Second, contents relevant to global warm ing on textbooks and guide books in the 7th elementary curriculum was analyzed through reference study. Third, the environmental textbook relevant to global warming for 5th and 6th grade in the elementary school was developed which was based on responsibility. The results of this study are as follows. First, responsibility ethics of Jonas has a lot of merit if it is applied to environment education. Second, according to the analysis into textbooks and guide books in the 7th elementary curriculum, the contents concerning global warming are very poor in both quantity and quality. Third, the elementary environmental textbook relevant to global warming for 5th and 6th grade students was developed. This textbook based on responsibility ethics will be expected to be efficient on the learning compared with subsidiary textbook in use.

• Hwankyungkyoyuk
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• v.19 no.2 s.30
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• pp.122-132
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• 2006

This research compared the mechanism of the greenhouse effect in the atmosphere with retaining warmth in the actual greenhouse, analyzed the styles of explaining the greenhouse effect in current textbooks, and investigated teachers' and students' degrees of understanding the effect. The mechanisms of the actual greenhouse and the greenhouse effect are not the same. Nevertheless, in all the current textbooks, the radiation phenomenon by the atmosphere is described as the 'greenhouse effect'. Using the words of the 'greenhouse effect' to refer to the effect of air being kept warm by the heat absorbing gases, causes confusion of concepts. To make learners understand the greenhouse effect exactly, concrete principles such as radiating electromagnetic phenomenon should be explained. However, teachers and current textbooks explained the radiating electromagnetic phenomenon as actual greenhouse. Therefore, it is difficult for learners to understand the greenhouse effect, scientifically. Because of this, learners maybe confused about greenhouse effect concepts.

• Journal of Korean Elementary Science Education
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• v.31 no.2
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• pp.154-163
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• 2012

In this study, we analyzed the proportions of STS content, components, topics, and types of the activities of STS content in the elementary science textbooks developed under the 2007 Revised National Curriculum. The analyses of the results revealed that the percentage of STS content included was 15.9% by the number of pages, and 13.5% by the lesson hour. By the components of the STS content, the proportion of 'application of science', 'science-technology and our life' and 'social problems and issues' were large. Most STS topics were related to the 'effects of technological developments' and 'environmental issue', and the topics of 'family and population' and 'human engineering' were few. By the types of the activities, reading was the most, and investigation and writing were also found. Compared with those of the science textbooks developed under the 7th National Curriculum, the variety of components of the STS content increased, but the proportion of STS content and the variety of activities of STS content decreased in the science textbooks developed under the 2007 Revised National Curriculum.

• Proceedings of the Korean Society for Environmental Edudation Conference
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• 2001.11a
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• pp.47-49
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• 2001

• Hwankyungkyoyuk
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• v.14 no.2
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• pp.40-50
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• 2001

To meet the objectives of environmental education, teachers especially have to perceive the importance of environmental education, comprehend various characteristics of teaching/learning methods, and be able to conduct classes by choosing proper teaching/leaming methods in accordance with a specific purpose and educational focus about environmental education. Therefore, it Bs necessary to investigate the current status of Korean environmental education and provide teachers with appropriate environmental teaching/leaming methods. To this end this study aims to examine Korean science teachers'perceptions'on environmental education and the kind of teaching/learning methods which can be utilized in environmental education. Teachers who completed the survey were 135 science teachers from middle and high schools in Seoul, and 126 social science teachers from Kyoungki province. The majors of the science teachers were in physics, chemistry, biology, geology, and earth science. Also, there was one teacher who majored in special education. For social science teachers two majors were common, geography and general sociology. After analysis of the data from the surveys the results are as follows. First, science and social science teachers in middle and high school recognized the necessity of environmental education in school education. Second, most teachers had applied environment related topics to their subject of study occasionally, but they mostly concurred that environment related contents should be included in their textbooks. Third, science teachers agreed that field trip, discussion, and the STS approach were the most proper methods for environmental education, and social science teachers agreed that field trips, inquiry, and discussion were the most appropriate methods for a teaching environment. They realized that they should decide good teaching-learning methods appropriate to the objectives and content needed for effective environmental education as they selected different teaching-learning methods according to detailed environmental objectives and contents in their textbooks.