• 한국환경교육학회지:환경교육
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• 제11권1호
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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.

• 한국환경교육학회지:환경교육
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• 제21권2호
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• pp.40-50
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• 2008

The purpose of this study was that verify the difference of pro-environmental behavior according to be present or not of experience environmental education for developing pro-environmental and show basic material to prepare efficient operation plans of experience environmental education is based on factor which effect of pro-environmental behavior difference according to the types. Elementary schools were divided through existence and nonexistence of an experience environmental education than I was checked up the pro-environmental behavior of students, who joined in different environmental educations each other. It was analysis by dividing into an environmental education of school, an educator (teacher, environmental-interpreter), and fields for environmental education (school inside and outside) to know types of experience environmental education. In result, elementary schoolers who experienced an experience environmental education at school class, had higher an environment-friendly behavior and elementary schoolers, who experienced an experience environmental education at class from environmental-interpreter, had higher an environment-friendly behavior by and large. As a result, this study showed that the area based on their residential quarter and an experience environmental education with realistic plans to connect with social environmental education for developing pro-environmental carrying out the most positive effect.

• 한국환경교육학회지:환경교육
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• 제12권1호
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• pp.40-63
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• 1999

As the environmental problems are recognized as daily problems in our lives, not as issues of those who are engaged in specific professional fields, the interest in environmental education is increasing gradually. The environmental education is the one that studies the environment and its problems and seeks the solutions for them. This paper deals with how the Korean subject will include environmental education. The environmental problems are already dealt with in the Korean textbooks according to the 6th curriculum for the Korean subject. A noticeable fact is that those textbooks connect the skills for language skills with environmental education. That is, the textbooks try to improve 4 language skills (speaking, listening, reading, and writing) with the Korean data related to environment, which can be the most practical means. This tendency will be also reflected in the 7th curriculum for the Korean subject, and the means will be taken by which environmental education will be able to be implemented more effectively through a variety of learning activities. In case of speaking and listening, learning activities such as speaking of, listening to, or discussing the contents concerning environmental problems can be recommended. In case of reading and literature, learning activities such as reading articles or works concerning environmental problems. Through these learning activities the Korean education will be able to achieve the goal in the fields of knowledge, information, and autonomy or attitudes which are the goals of environmental education. If the contents of the Korean curriculum are described in detail, it can be known that the Korean subject have someting to do with knowledge, skills, and recognition more deeply. In the methods In obtain information and knowledge, it will be desirable to recognize knowledge and information indirectly through various reading data rather than to recognize knowledge and information directly. Or it will be desirable to increase the sensitivity about environmental problems through literary works. For this environmental education in the above, we need to utilize discussion or presentation-oriented leaching and learning in the Korean education. Also we need to approach environmental problems by using various teaching media. We need to emphasize the education in the affective domain, especially through expression of emotions. guidance of reactions, internalization, personification, and so on.

• 한국환경교육학회지:환경교육
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• 제16권1호
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• pp.1-11
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• 2003

The discussion about environmental education is a little new concept which emerged remarkably in late 1960s. The environmental education means the educational curriculum which make sure value understanding and conception to develop function and attitudes necessary for the proper understanding and evaluating the interaction between human beings and physical environment Centenng an important geographical paraingm for 'the interaction between human beings and physical environment', to make the students understand the concept of environment and know environmental problems are the tasks to be pursued in environmental education courses in the middle school geography classes. The reasonable understanding of environmental problems and voluntary participation through the efficient environmental education in middle school geography classes, not only the systemization of educational curriculum and other needed changes mentioned above, but also the development of policy and institution in national government accompanying with earnest attention and effort must be made in environmental education and other environment-related fields.

• 한국환경과학회지
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• 제18권12호
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• pp.1349-1360
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• 2009

The purpose of this study was to examine the relations between using experience of environmental education facilities and attitude toward environmental education in parents who have elementary students in Seattle, U.S. The findings of this study represented that elementary parents have a great understanding about the importance of environmental education. Parents have a strong agreement with the necessity of environmental education in childhood. This research also found the differences between grades and facilities for environmental education in expected effect on environmental education and desirable fields of environmental education. The awareness of the importance of environmental education increased according to frequency in using environmental education facilities. In addition, the more the experiences of using various environmental education facilities, such as museum of natural history, science museum, arboretum, and aquarium expanded, the more educational effects positively increased over time.

• 한국환경교육학회지:환경교육
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• 제22권1호
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• pp.1-11
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• 2009

Environmental Literacy is needed to establish a sustainable society and can be very well developed through Outdoor Environmental Education(OEE). However, establishing OEE in Korea is a very difficult. Thus, it is very important to find out which factors influence the sustainability of OEE. The purpose of this study is to identify those factors. Participatory observation research and some interviews were used in "The Whale Class" of the University of Georgia in the United States. Major findings and recommendations were as follows: (1) OEEs give participants good experiences about the environment; (2) Program operators of OEEs are enthusiastic about education and environmental conservation; (3) Good educational practices such as cooperative education and participation in conversation foster learning; (4) Good organizations with guest lectures from various environmental fields would be beneficial; (5) Public information about environmental programs would be helpful; (6) Administrative support for those organizations connected to environmental programs would be useful; and (7) OEE provide reflection activities to foster Environmental Literacy.

• 한국해양환경ㆍ에너지학회지
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• 제11권4호
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• pp.175-180
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• 2008

본 연구에서는 해양환경공학과 환경교육의 관계를 환경교육을 위한 환경학의 관점에서 고찰해 보고자 한다. 이는 지속가능한 미래를 위한 현재적 실효성을 지닌 해양환경공학과 미래지향적 이상성을 지닌 환경교육의 상호보완적 발전을 위해 필요하다. 이를 위해 최근 제시된 환경교육을 보는 새로운 이론적 관점인 '환경교육 위한 환경학'의 이론적 틀을 바탕으로 해양환경공학의 성격을 분석하여 해양환경공학이 잠재적으로 가지고 있는 환경교육적 성격과 상호 간의 시사점을 밝혀 두 분야가 서로 관계를 가지며 발전할 수 있는 기반을 마련하고자 하였다.

• 한국환경교육학회지:환경교육
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• 제2권1호
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• pp.100-106
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• 1991

Environmental professional education in Korea has been mostly concentrated on the scientific and technological approaches to environmental problems. Many undergraduate majors in environmental engineering or sciences are designed to produce more technical manpowers in environmental fields. Most graduate schools on the environment also place an emphasis on teaching the technical aspects of environmental problems. Some environmental administration related courses, such as environmental law, environmental administration, environmental policy, environmental economics, environmental impact assessments, etc. are partically reflected in some curricula of very limited graduate or undergraduate environment majors. However, teaching environmental administration related courses in science or engineering major institutions has not been successfully carried out so far because lack of interests in such courses by most students and the shortage of competent teachers as well. Furthermore, those courses are not widely accepted by the departments of law, political science, public administration, etc. because their major interests are not in the environment-oriented. Environmental problems cannot be solved by the technical approach along. They should be systematically dealt with through interdisciplinary or multidisciplinary approaches, including natural and social sciences covering all relevant disciplines. in this respect, undergraduate environmental education should preferably cover broader courses on the environment, and the education for environmental professionals, including environmental administration specialists, is preferably handled by graduate schools offering many specialty area courses. Education for environmental administration specialist at graduate level is urgently needed in order to supply the competent manpower at government, business, and private organization levels dealing with environmental administration related problem. This is a new challenging area and the education for such specialists will become more important in the near future than technical manpowers which we ate now concentrating on their education.

• 한국환경교육학회지:환경교육
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• 제14권2호
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• pp.95-105
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• 2001

Out-door learning activity in environmental education has been emphasized as an effective method in environmental education since the aims of environmental education emphasize students'value, attitude, actions as well as knowledge. In order to implement successfully out-door learning activity in environmental education classrooms, teachers'perceptions to environmental problems and experiences at fields are essential. An environmental education network among the metropolitan city and provincial office of education, nongovernmental organization of environmental movement and education and university was established and a teachers'in-service training program of out-door learning centered environmental education was implemented. The program was developed in order to 1) connect environmental education with the regional environmental situations, 2) provide teachers with opportunities to participate in an out-door learning program, and 3) train teachers to be environmental education leaders of out-door learning. For evaluation of the program, responses of participants to questionnaire were analyzed. Most of teachers responded that their perception of environment was changed positively after the participation in the program. This study suggested that a future planning of a teachers'in-service training program of out-door learning centered environmental education should be developed in considerations of arranging enough hours for out-door learning at regional environmental sites, applying performance assessment, providing teachers with multiple opportunities with programs in different levels including enriched programs, and establishing an environmental education network among nongovernmental organization of environment movement and education, university, and local offices and department of education.

• 한국환경교육학회지:환경교육
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• 제22권1호
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• pp.68-82
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• 2009

Global climate change is associated with all of the human activity, and its sudden change can be taken an issue of the serious environmental problem in our human society. The purpose of this study is to develope the goal and the content system for the climate change education. As a result, first, according to the questionnaires on climate change, students from Grade 3 to Grade 10 seem to interpret it as fragmentary perspectives. In addition, in terms of students' own actions as the corresponding strategy to climate change, the higher their grades were, the lower their actions were. Second, the development goal on climate change and its educational directions were set by reflecting students' perception. The education goal on climate change is to perceive the changing environment by understanding phenomena of climate change, to propose plans that can mitigate and adjust climate change through a variety of research, and to keep practicing the proposed plans as a member of a community for the global environment. Third, fields and items of educational contents to climate change were created and drawn out. The content system is composed of 'basic science of climate change', 'relationship with climate change', and 'coping with climate change'. Furthermore, concrete contents for the climate change education in elementary school were suggested so that its goal and content system can be used in the existing curriculum.