• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.24 no.1
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• pp.28-35
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• 2013

Objectives : The aim of this study was to examine attitudes of middle-school students toward happiness, suicide, and factors associated with suicide. Methods : A self-administered questionnaire was used in a cluster sample of 1,319 middle-school students (male 793, female 526). Data were obtained on a wide range of constructs regarding their attitude towards happiness, suicidal ideation and attempts, and factors associated with suicide. Results : Middle-school students choose 'love within family' as most important factor for their happiness. Subjective mental health status was mostly associated with happiness. Subjects in lower socioeconomic status tended to respond their mental health status was not good and have more suicidal idea. 48.7% of subjects had permissive attitudes toward suicide, especially, girls. However, 65.0% responded that suicide was preventable problem. Compared to older people, middle-school students perceived that environmental factors were more important than innate and personal factors for suicide. Conclusion : Results of the study indicate that middle-school students have permissive attitudes toward suicide, but positive attitudes for the prevention of suicide. This suggest that education in these age group could be effective for the prevention of suicide. Also, approaches to suicide prevention programs should be developed based on the family intervention. Especially, we should care about girls and adolescents in lower socioeconomic status.

• Journal of Fisheries and Marine Sciences Education
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• v.17 no.1
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• pp.18-25
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• 2005

We have researched 10,811 schools to evaluate the characteristics of school buildings and the conditions of heating and cooling systems at the elementary, middle and high school levels. Air conditioning systems in school buildings are related to school scale, and 35% of the researched schools have less than 10 air conditioned classrooms among all of the schools in Korea. The LOADSYS is used to grasp the characteristics of school buildings heating and cooling load. From the results of this work, the heating load differs by nearly 24% between Seoul and Busan, but other than that there are not so many serious regional differences. Almost 85.4% of the classrooms are equipped with heating facilities and 6.9% of them are equipped with heating and cooling facilities. As a result, it is necessary to make improvements in 31.8% of the classrooms using only heaters and 14.6% of the classrooms not equipped with HVAC. The survey shows that there is a wide gap in the heating equipment status of the classrooms according to the region and school district.

• Journal of The Korean Association For Science Education
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• v.15 no.3
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• pp.310-315
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• 1995

The development of science and technology not only improved the quality of life of human being, but also brought about environmental problems. Consequently, consensus has been established that early environmental education for youngsters is critical for the preservation of clean environment. A conventional way of teaching has not been very effective for changing their attitude and behavior regarding environmental problems. STS program, which has been one of the major trend in science education, intends to teach science through everyday experience rather than knowledge. This study purports to examine the effectiveness of STS program on environmental problems compared to conventional teaching method. Six week program was developed and applied to subchapter 'Environmental Pollutions & Our Lives' of 3rd grade middle school science text book. The results of this study can be summarized as follows. 1. STS program was significantly effective in changing students' attitude(p<.001). It was effective not only changing their thinking but also changing their behavior. 2. There was no difference between the STS program and conventional teaching method in improving students' knowledge(p>.05). 3. The correlation between the level of knowledge achievement and the attitude on environment was very low(r=.0564,p>.05).

• Hwankyungkyoyuk
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• v.5 no.1
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• pp.34-46
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• 1993

The international environmental activity and environmental education began in 1970's. Environmental education in Korea was emphasized since the Forth National Curriculum. The Environmental Curriculum was regarded as one of the most important part in the Sixth National Curriculum in Korea. Environment-related reference texts of Elementary school were already developed. Soon, 'Environment' of middle school and 'Environmental Science' of high school will be developed. The purpose of this study were to analyse environment-related texts in the Fifth National Curriculum and to measure how much environmental education has achieved. As a environmental text for regular class, selected the environmental part in 'Science Part 1' and as environment-related reference text, 'Survival and Environment'. The environmental part of 'Science Part 1' was unit [Life and Environment]. According to the analysis of objectives, most of unit objectives were not stated in a detailed and precise manner. When the goals of environmental education were divided into four fields as follows, knowledge and information, skill, thinking and attitude, behavior and participation, unit objectives were mostly emphasized on knowledge and information of environment, exactly 44.5% of unit objectives and 89.6% of subunit objectives. The degree of relationship between unit objectives and contents was low. All the Check up-problems were about knowledge and information of environment. Environment-related reference text, 'Survival and Environment' was the only reference text for high school students in Korea and was organized in the form of the regular curriculum text. It was developed in Korean Education Development, Center with support of Korean Environmental Ministry in 1990. According to the analysis of 'Survival and Environment', the objectives of units and subunits were less stressed on knowledge and information than those of unit [Life and Environment] in the environmental part of 'Science Part 1' On the other hand, they were a little more stressed on skill, thinking and attitude, behavior and participation. And fifteen of all the seventy subunit objectives were not related with contents. In organization, this text included Thinking problems, Experiments and Inquiries, Reading, Developed studies and Check up-problem etc. It was remarkable that Inquiries leaded to individual activities and Developed studies to group discussions or individual inquiries. And as Check-up problems were presented as a form of activities, students could achieve many various objectives at the same time by solving one problem. To measure the achievement of environmental education by questionnaire, 497 high school students in total were selected from five different schools. Scores in subtest 'behavior and participation' and subtest 'thinking and attitudes' were 13.19 and 18.18, respectively. Actually, most students had a positive thinkings and attitudes in their hearts about environmental problems, but many of them actually did not take actions to solve environmental problems and to protect environment. Scores in subtest 'knowledge and information' and subtest 'skill' were 10.76 and 10.81, respectively. The higher the score students got in 'knowledge and information', the higher the score in 'skill'. It implies that learning of skills is based on learning of knowledges and informations about environment has not always ensured positive thinkings and attitudes or active behaviors and participations to solve environmental problem.

• Journal of Korean Library and Information Science Society
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• v.51 no.2
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• pp.159-186
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• 2020

This study aims to identify factors to the sustainable reading attitude for making suggestion of the measures in reading education to strengthen the sustainable reading attitude. First of all, a set of in-depth interviews as a pilot was conducted with middle school students to search the factors, then a questionnaire was developed based on the pilot and existing research reports to survey middle school students in Seoul metropolitan area. The results from the analysis of the survey data showed that environmental factors in the schools, individual characteristics, such as grade and gender, interests, and perceptions of reading education significantly influenced the sustainable reading attitude, statistically. This study has implications to suggest the practical direction of desirable reading education to strengthen the sustainable reading attitude.

• Journal of Korean Home Economics Education Association
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• v.17 no.2
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• pp.49-60
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• 2005

In this study, environmental knowledge and consciousness and eco-friendly behavior related to dietary life of middle school students were examined. Male and female students in Gyeongsan and Daegu Metropolitan City were selected for the study. Total of 490 questionnaires were delivered and collected, and 445 of them were analyzed by using SPSS Win Ver 12.0. Percentages of students who checked' don't know the answer' in 20 environmental knowledge assessment questions were $14.4\~41.8\%$, and those who gave correct answer to these responded to how the answer were $40.1\~93.3\%$. The average score of environmental consciousness was 3.45 and that of eco-friendly dietary behavior was 2.9 out of 5. When dietary behavior was divided by three categories, such as food purchasing, eating. and dish washing, the score of food purchasing behavior was 2.7, those of eating behavior and dish washing behavior were 3.0, 3.1, respectively. In the relationship between environmental knowledge. consciousness. and eco-friendly dietary behavior, there was significant positive correlation between howledge and consciousness, but no significant relation between consciousness and behavior. It showed that environmental knowledge and consciousness didn't always lead to eco-friendly dietary behavior. Therefore, education for practical betlavior must be emphasized even though the knowledge and consciousness education on environment are important.

• Journal of the Korean Society of School Health
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• v.16 no.2
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• pp.71-84
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• 2003

This study was attempted to offer the basic data required for composing a systemic education contents for health by analyzing the contents related to health education shown in the guidebook for teachers and the schoolbook for students of all grades in the current 7th education course for elementary school. The objectives and data were totally 162 copies which were 90 copies of national schoolbook for 1~6 grades and 72 copies of guidebook for teachers used in elementary schools in the 7th educational course. The standards of selection for the contents related to health education including in each schoolbook were divided into 11 themes using the health care model suggested by Kim, Hwa Joong(1995) in the guidebook for health curriculum for elementary middle high schools. The results of this study are as follows: Firstly, the total hours of health education suggested in the 7th educational course for elementary school were 274 hours and it was 6.2% of the total class of 4,442 hours. Secondly, the contents about health education were distributed into 9 subjects of The right livelihood, The wise livelihood, The cheerful livelihood, Korean, Morals, Society, Science, Physical education, and Practical course etc. Physical education had the most contents about health education and there was nothing in Mathematics, Music and Arts. Thirdly, contents about health of regional society and environmental health were the most of 53 hours(19.3%), and contents about understanding of health were the least of 4 hours(1.4%). Fourthly, contents included equally in every grades were those about safety and emergency response, health of home and society, health of regional society and environmental health.

• The Journal of Korean Society for School & Community Health Education
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• v.8 no.2
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• pp.1-18
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• 2007

Background: The study investigated the causes of safety accidents by facility, focused on safety accidents caused directly or indirectly by school facilities at elementary schools in S City. Purpose: The objective of this study is to provide materials for planning the construction of school buildings and the installation of school facilities and for improving existing facilities and ultimately to minimize mental and Physical losses from safety accidents caused by school facilities and to create pleasant education environment. Method: We selected 10 elementary schools in S City, analyzed the factors of safety accidents caused by facilities inside and outside the schools, and presented the results of the analysis including the factors of safety accidents caused by elementary school facilities. Result: It was found that safety accidents caused by elementary school facilities can be prevented to some degree by considering safety accidents in facility planning. As the safety accident rate is higher at elementary schools than at middle and high schools, it is essential to consider safety accidents in planning the construction of an elementary school and to execute safety accident prevention education in order to reduce safety accidents at elementary schools. In addition, as the curriculums are revised and new facilities are introduced for the new curriculums, elementary students' physical, psychological and environmental factors should be analyzed and studied closely and the results should be reflected in establishing the standards for the installation of elementary school facilities.

• Hwankyungkyoyuk
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• v.20 no.2
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• pp.67-77
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• 2007

The purpose of this study is to investigate the change in ecological footprint made by the eco-friendly consumer education program, and ultimately, to help the high school students, future consumers, have eco-friendly attitude. This study will be contributed to helping them to understand the importance of the eco-friendly consumption and the seriousness of the environmental problems arising from their bad consumption habit, to get interested in the environmental problems in daily lives, and to reduce the ecological footprint through the eco-friendly habit acquired when young. This study is designed to have 60 high school students experience the eco-friendly consumer education program for 10 months and compare the levels of each ecological footprint though two different Questionnaires in five sections: housing, food, transportation, purchase, and waste. The program used in this research consists of three parts: eco-friendly attitude education for consumers, eco-friendly citizen education for consumers, and eco-friendly resource management education for consumers. The data are analyzed by SPSS Window 10.0 program. The findings are as follows: First. The eco-friendly consumer education is more likely to help the students develop critical thought and eco-friendly attitude, unlike the economy-related consumer education. Second. The level of ecological footprint is significantly decreased in the group with the eco-friendly consumer education program. compared to the group without it. Third. Experiencing the eco-friendly consumer education program helps the students have the positive attitude on ecology and lead an environmentally sustainable consumer life. The results show that eco-friendly consumer education can make a contribution to raising the good citizens who have eco-friendly attitude and behavior, lead sustainable consumer life, and try to reduce the level of ecological footprint.

• The Journal of Sustainable Design and Educational Environment Research
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• v.12 no.2
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• pp.43-52
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• 2013

This study aims to theoretically examine the educational and living elements that are needed for social education in the school system and suggest an approach to apply this result to the environmental aspects of the space in schools. To do this, characteristics of space in exemplary middle school oversee were analyzed. Also, the characteristics and status of the school space environment that foster socialization were examined. In order to increase students' social skills, the following community space should be considered. 1) teaching and learning spaces facilitating a variety of teaching methods, such as lecture, discussion, seminar classes, 2) open-spaces for communication among students, such as home base, hall, library, museum, and restaurant, 3) open-spaces for STEM education, 4) transparent windows located in the boundary wall between classrooms and hallways, 5) a large performance stage for presentation of student activities and experiences, 6) smart-learning spaces for fluent ICT system in classes and in public spaces, 7) restaurants and libraries located in the middle space of the school, and 8) ecological environments for student learning.