• 한국환경교육학회지:환경교육
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• 제22권1호
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• pp.110-119
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• 2009

To promote environmental education of elementary and secondary school in Seoul for a sustainable development, researchers investigated and analysed the current situation of formal and non-formal environmental education in Seoul as well as their major problems. Based on these current situation and problems, the way to improve the environmental education of elementary and secondary school in Seoul was described. The final section deals with specific recommendations to accomplish the improvement of environmental education of elementary and secondary school in Seoul for a sustainable development as follows: 1) Integration of formal and non-formal environmental education system, 2) Establishment and operation of a regional environmental education center for community, 3) International cooperation, and 4) To provide high quality environmental education programs.

• 한국환경교육학회지:환경교육
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• 제17권2호
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• pp.10-25
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• 2004

This study aims to standardize and analyze the environmental teacher recruitment examination for secondary school. To achieve the purpose, the environmental teacher recruitment examinations, which were carried out for five times through the school year 2000 to 2004, were compared and analyzed. And then, based on the above analyses, we presented ‘the plan of standardization for the environmental teacher recruitment examination in secondary school.’ In addition, the propriety, reliance, and realistic suitability of the plan were confirmed by professors of environmental education department in universities, environmental education professionals, and environmental teachers in secondary school. By presenting ‘the plan of standardization for the environmental teacher recruitment examination in secondary school’ in this study, we expect that the curriculum design and management of environmental education teacher training universities can be standardized and improved, and that the teacher who have expert qualities in environment education is reasonably selected by the environmental teacher recruitment examination.

• 한국환경교육학회지:환경교육
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• 제14권1호
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• pp.66-80
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• 2001

In this study, the current status and the desirable ways for improvement of the examination system for the employment of the environmental education teachers in the secondary school were investigated. For the study, first, problems and reasons, and the counterplan of policy on the teacher connected directly with the examination employing secondary school teachers through exploration of the related literatures were analyzed; second, it was identified that the essential quality which environmental education teachers should have ready; third, the curriculum of environmental education teacher training universities and the seventh environmental curriculum were examined to provide a basis of discussion on the principle of setting questions for the employment of environmental education teachers; fourth, the number of recruitment, the number of examinee, the principle of setting questions, the composition of questions, and the distribution of scores of the examination which were carried out in the school year 2000 and 2001 were compared and analyzed; finally, the basis of the above analyses, recommendations to consider the examination system for the employment of environmental education teachers in the secondary school were presented as follows: first, the team managing the examination for the employment should reflect the aims and special contents of environmental education to discuss and decide the principle of setting questions on the environmental course; second, the proportion of subject matter education in the examination for environmental education teachers should be increased; third, the validity of questions for the examination should be clarified and the difficulty level of the questions should be low.

• 한국환경교육학회지:환경교육
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• 제20권3호
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• pp.45-62
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• 2007

The purpose of this study was to analyze the status of environment-related teaching in elementary and secondary schools. A questionnaire survey was conducted for the study. Items in the questionnaire were developed based on the theory of environmental education and integrated education. The questionnaire was responded to 501 elementary school teachers, 273 middle school teachers, and 210 high school teachers in the city of Seoul and Kyunggi Province. The survey analysis revealed that elementary and secondary school teachers recognized 'environmental action skills' as the most important objective for school environmental education. Contrary to the teachers' expectations, it was found that there is insufficient teaching and learning materials for teaching in the domain of 'environmental action skills' and they could not confidently teach the skills in environment-related classes. For professional development of teachers in integrated environmental education, pre- and in-service programs will be developed systematically in a workshop to give teachers an opportunity to analyze teaching materials, design instruction plan, perform class trial, and evaluate the class situation for feedback. The results of this study can serve as a basic reference for improvement of environment-related subject education.

• 한국지구과학회지
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• 제24권4호
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• pp.273-280
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• 2003

이 연구의 목적은 예비 중등 교사를 대상으로 지구 환경에 대한 환경 인식, 지구 환경의 하위 영역에 따른 환경 인식, 그리고 전공에 따른 환경 인식에 차이가 있는지를 조사하는 것이다. 이를 위해 '성장과 기술의 부정적 결과', '인류와 자연의 관계', '삶의 질', '생물권의 한계'의 4가지 하위 영역으로 구성된 NEP 검사 도구를 사용하였다. 연구 결과, 대부분의 예비 중등 교사들은 생태학적 환경 인식을 지니고 있었으며, 전공에 따라서도 유사한 환경 인식을 지니고 있었다. 그러나, 환경 관련 교육의 경험 유무에 따라서는 유의한 차이를 나타내었다.

• 한국환경교육학회지:환경교육
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• 제12권1호
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• pp.391-409
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• 1999

From the students' point of view, this study was carried out to find out barriers to environmental conservation practice of secondary school students. According to the questionare and interview with secondary school students on barriers to environmental conservation practice at home, school, society and fellow-relation conditions and in personal psychology, the following findings were resulted. The major barriers to environmental conservation practice are (1) not doing environmental conservation practice of parents, friends and neighborhood, (2) having no interest in environment and environmental problems, (3) dirty and laboriousness of environmental conservation practice, (4) lack of environmental equipments, (5) the shortage of chance and time for environmental conversation practice, (6) lack of the inducement for environmental conservaton from school, (7) little effects of individual environmental practice, (8) a busy life, (9) shortage of the voluntary courage to practice for environmental conservation, (10) lack of compensation on the environmental conservation practice, (11) anti-environmental behavior among friends, (12) urging on edcation of parents. Those barriers related with home, school, society and fellow-relation anti-environmental conditions hold back environmental conservation practice of secondary school students. Those barriers are divided into three closely correlated tipes, (1) unpleasant traits of environmental conservation practice such as cleaning, recycling were linked with personal psychology, (2) lack of the social interest and practice for environmental conservation were linked with personal psychology, (3) the social atmosphere to urge on education was linked with students' busy life and the shortage of chance and time for environmental conversation practice. According to the results, attractive environmental education programs, home environmental education, cooperative environmental conservation programs, and inducements for environmental conservation are reguired of secondary school students to promote environmental conservation practice.

• 한국환경교육학회지:환경교육
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• 제21권3호
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• pp.26-40
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• 2008

This study aims to analyze the science content in secondary school environmental education(EE) textbooks and the environment-related content in secondary school science text- books. Firstly, a total of 73 EE and science textbooks for secondary students were reviewed, which three kinds of textbooks, secondary school EE textbooks and the 10th grade "Science" textbooks, were finally selected for analysis. Three researchers separately analyzed the textbooks using NAAEE framework(1996) for the development of EE materials. In condition that there was a disagreement in their opinion, they had discussed until they came to an agreement. The results showed that secondary school EE textbooks contained more and deeper science concepts than the 10th grade "Science" textbooks, which were evaluated better in all perspectives of the analysis framework. The 10th grade "Science" textbooks had more various teaching and learning activities than EE textbooks. It it expected that the new EE textbook developers should consider the ultimate goal of EE which focused the affective perspectives rather than the cognitive perspectives.

• 한국환경교육학회지:환경교육
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• 제2권1호
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• pp.5-33
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• 1991

The purpose of the study was to investigate attitudes toward to, values and expectations of environmental education of Korean students and teachers and to provide basic data and reference materials needed to development of environmental education curricula for primary and secondary schools. A review of the related literature, a series of conferences with teachers and specialists in environmental education and environmental sciences. and questionnaire survey were methods employed in this study. Survey question were developed to explore attitude and responses of primary and secondary school students and teachers on various types of issues and problems of environmental education at personal level as well as on their future prospects attitudes values and expectations with which had been dealt in this study were categorized into personal feeling on environmental issues and problems at both national and regional levels issues and problems of current environmental education pre service and in service training of teachers for environmental education instruction and so on. The sample population for the survey was selected by using the stratified cluster and random sampling techniques with respect to regional area, school level, sex and grade, The subjects used in this study were 1,633 students and 385 teachers of primary and secondary schools across the country. The results of the survey were summed up and recommendations to be considered in the revision of sixth national curricula for primary and secondary schools were also suggested.

• 한국환경교육학회지:환경교육
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• 제18권2호
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• pp.113-125
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• 2005

Korea, China and Japan show distinct features in their school environmental education, which are derived from their own spreading processes. Japanese school environmental education has developed as a result of assimilating of anti-pollution education and nature education, and has a feature that makes much of nature experiences. The introduction of 'Period for Integrated Study' in 2002 seems to begin activating Japanese school environmental education. Chinese school environmental education started in higher education institutions around the middle of 1970's, and has a feature that makes a point of scientific approach, even in primary education schools. The two government ordinances,'National Action Program for Environmental General Knowledge ($1996{\sim}2010$)' and 'Educational Scheme of Environmental Theme Study for Elementary and Secondary School Students' issued in 2003, gradually promote school environmental education in China. It is remarkable that Science and Technology Centers for Youth and also increasing environmental NPOs often support environmental activities in elementary or secondary schools. The most notable feature of Korean school environmental education is that 'Environment' has already offered as a regular elective subject in junior high school, and official 'Environment' textbook has published since early 1990's. Though, the adoption rate of 'Environment' is not yet so high. Each country's peculiar issues are as follows. Japan: (1) Students often lack basic knowledge about environmental important problems. (2) 'Period for Integrated Study' is now threatened with cutting hours by the idea of increasing periods for basic subjects to keep high achievement. China: (1) There are large regional differences and school distinctions in operation of environmental education. (2) Adult environmental education needs to be expanded, because the most part of Chinese have no experience of school environmental education. Korea: (1) The relationship between the administrative division which plans school environmental education and teachers group is not quite well. The adoption rate of 'Environment' in junior high school needs to be improved. The training of many teachers for environmental education instructors may be the most important and effective cooperative action among Korea, China and Japan, and for that purpose we ought to work on making a better handbook for instructors, at first.

• 정보교육학회논문지
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• 제14권3호
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• pp.355-364
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• 2010

환경문제가 부각되고 글로벌 환경위기에 대응한 저탄소 녹색성장 정책에 따라 초·중등학교도 저탄소 녹색성장 구현을 위한 방안을 마련해야 할 것이다. 그러므로 본 논문에서는 교육정보화를 통한 초·중등 녹색학교를 만들기위해 'IT 정보자원의 그린화'와 '교육정보화를 통한 교육환경의 그린화'로 구분하여 추진과제를 제시한다. 'IT 정보자원의 그린화'는 그린 IT 제품 도입시 필요한 가이드라인과 IT 제품 재활용을 고려한 폐기 방안을 제안하고, 친환경 정보 인프라 모델을 제안한다. 교육정보화를 통한 교육환경의 그린화는 학교 구성원들인 교사.학생들이 지켜야할 그린 IT 실천방안 및 교육활동을 제안하고. IT를 활용한 저탄소 교육환경으로 전환을 추구하는 다양한 교육정보화 서비스 활용을 제시한다. 앞으로 이러한 제안이 학교현장에 실현되면 녹색학교 구현에 도움이 될 것으로 기대한다.