• 한국환경복원기술학회지
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• 제7권6호
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• pp.94-103
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• 2004

This article describes the current status of site-based environmental education (EE) in the Republic of Korea. Implications for site-based EE program development and operation are presented and recommendations for an improvement are provided. Questionnaires were mailed to 205 schools and organizations where site-based EE programs operated in 2002 with funding from the Korean Ministry of Environment. The questionnaire was designed and used to examine the scope, operation, and needs of site-based EE programs. The response rate was 27.3%. The results of the survey indicated that 'awareness', 'participation', and 'attitude' were addressed by the program goals and objectives more than 'knowledge' and 'skills'. The survey also indicated that activities in the programs were not variable and most were teacher/instructor-centered. Most of the programs reflected the 'connection with everyday life, direct experience and sensitivity'. There were some difficulties in motivating students and finding a good location and qualified instructional staff. Needs included well-designed program development and dissemination, professional development, increased funding support, and more effective program evaluation.

• 한국환경과학회지
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• 제15권7호
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• pp.607-614
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• 2006

A survey of middle school students and teachers in Mokpo city has been done to understand the perception of environment of students and the present situation of environmental education in middle school. Only 2 of the 14 middle schools have chosen the environmental education course as a required subject. The majority of middle-school students in Mokpo city have learned the environmental education as a subordinate course included in the other subjects such as science, social science or technology. The environmental education in school has been done mostly through non-subject activities such as club activity, group work etc. The survey shows that almost all students think the environmental pollution is serious problem(83% of respondents) and they are especially interested in separate garbage collection(72%) and environmental conservation activity(63.9%) to protect the environment. The concerns about the environmental problems of students(57.7%) has increased after environmental education regardless educational methods or subjects. The students and teachers think that environmental education in school has not been carried out enough and almost all of them(68.4% of students, 97.5% of teachers) agree that the environmental education should be done as an independent subject. In order to more practical and effective environmental education, many opportunities to experience environmental conservation activities should be given during the environmental education course and the environmental education should be separated from other subjects to be taught independently. Moreover, it might be necessary to increase proportion of teachers in environmental disciplines and to develop various teaching methods.

• International Journal of Computer Science & Network Security
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• 제22권1호
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• pp.331-339
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• 2022

The global process of transition from industrial to information society, as well as socio-economic changes taking place in Ukraine, require significant changes in many areas of state activity. It is especially connected with the reforms in the sphere of education. Today, national programs provide for the development of education on the basis of new progressive concepts, the introduction of the educational process of new pedagogical technologies and scientific achievements, the creation of a new system of information education, entrance of Ukaine into the transcontinental computer information system. Information technologies are qualitatively changing the key resources of development: this is no longer a space with fixed production, but primarily mobile finance and intelligence. They have a direct impact on the formation of personal growth, professional content and self-organization, emotional and psychological maturity and consciousness, and so on. One of the main factors in ensuring the stability and social education of the country's citizens is the culture of security, the formation and development of which is an urgent problem today. Comprehensive and systematic development of security culture will significantly increase the readiness of the population, the level of environmental, labor and patriotic education, reduce human losses, material damage from emergencies. Ecological education can be carried out more successfully only gradually and in accordance with the socio-psychological periods of one's development: kindergarten - school - college - university. The creation of such a system of environmental education should be enshrined as the basis of state environmental policy as a constitutional norm with the usage of information technology. Graduates of universities, who are the future of our country, after mastering the skills of basic environmental education must have a high level of environmental culture, which is, in turn, part of general human culture, and investigate environmental issues from the standpoint of their profession. It is known that with the help of environmental education the collective intelligence of society is formed, which can predict human activities and processes occurring in nature, and in some way to help with the elimination of crises. It is through environmental education that another system of human values is being formed, which places great emphasis on intangible wealth and solidarity, and great responsibility of humanity for the ecological state of the native country; provides a higher standard of living as a result of sustainable development, through the introduction of information technology in this system. To improve the quality of life, we need better knowledge, which must be implemented through information technology at the international level.

• 한국가정과교육학회지
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• 제22권2호
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• pp.31-43
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• 2010

본 연구는 중학교 의생활 단원을 가르치는 교사들의 제7차 교육과정 중학교 8학년 '기술 가정' 의생활 단원의 환경교육관련 내용에 관한 인식과 수업실행도 조사를 목적으로 하며 이를 통해 환경보전실천을 높일 수 있는 수업 개선을 위한 기초자료를 제공하고자 한다. 연구 방법으로 중학교 의생활 단원을 가르쳐본 경험이 있는 가정과교사를 대상으로 임의표집방법으로 2007년 12월~2008년 1월에 걸쳐 우편을 통해 260부의 설문지를 수집한 후 분석하였다. 연구 결과, 가정과교사들은 우리나라의 환경문제가 심각하여 그로인해 피해를 받고 있는 것으로 인식하고 있으며 환경단체에 가입하는 등의 실천의지와 환경보전 실천을 위한 의생활 행동이 높은 것으로 나타났다. 특히 연령과 지도 경력이 높을수록 인식이 높게 나타났다. 중학교 '기술 가정' 의생활 단원에 대하여 가정과교사들은 의복의 기능과 옷차림, 간단한 의복 만들기 단원을 제외하고 전체적으로 모든 단원은 환경교육과 관련성이나 수업실행도, 환경보전실천도 모두 높다고 인식하였다. 가정과교사들이 연령과 경력이 높을수록 환경에 대한 인식 수준이 더 높고 환경관련 수업을 많이 하는 것으로 나타났다. 가정과교사는 환경문제에 관심이 많은 만큼 의생활영역에 대해서 학생들이 환경문제에 대한 인식과 실천을 높일 수 있도록 수업을 해 나가야 할 것이다.

• 한국환경복원기술학회지
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• 제5권4호
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• pp.39-50
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• 2002

The purpose of this study was to evaluate site-based environmental education(EE) programs. For the evaluation, an evaluation chart was developed. The chart was consisted of twenty evaluation items in the following six categories : 'goals & objectives', 'instructional planning', 'instruction', 'learning outcomes & evaluation', 'features of program', and 'program operation'. One hundred sixty five site-based EE programs, funded by the Korean Ministry of Environment in 2000, were evaluated. After the evaluation, the programs were also categorized and analyzed according to regions, organizations, and amount of funds. The results indicated that awareness, participation, and attitude were addressed in the purpose of the programs, while knowledge and skills were not. The diversity of activities and teaching strategies of the programs were insufficient. Cultural aspects, fairness, originality, and accuracy were also insufficiently addressed. Assessment and evaluation of such programs were needed to be considered to a larger degree. From the analysis of programs according to categories, Choongbuk province in the regional aspect and schools in the organizational aspect got higher scores than others. Overall, the more funding the program received, the higher score it got in evaluation. Some improvements and strategies for activating site-based EE were recommended based on the result of the evaluation.

• 농촌계획
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• 제2권1호
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• pp.39-48
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• 1996

The objectives of the study were to. 1) explain the seriousness of environmental problems and the importance of environmental education in rural development , and 2) explore more effective and efficient ways of environmental education for agriculture and rural development in Korea. The world has rapidly changed and concepts such as clientele -centered, efficiency, and globalization are flowing under this change. Agriculture or rural development is not an exception. In order for agriculture as an occupation and rural communities to have competitiveness in efficiency and attractiveness, it is important to develop and execute a well-planned program for agriculture and rural development. Otherwise, farmers and rural inhabitants will continue to leave the agriculture and rural areas. Frequent recent reports of newspapers on nit and water pollution, including nutrients and pesticides have brought attention to the seriousness of environmental problems in Korea. Environmental concerns should consider in planning and executing the rural development program. People want to get contamination-free foods, water and fresh air. They can and are willing to pay their money for high quality food, water and a better living environment, as their incomes have been increasing, Agriculture and rural communities may have competitiveness in these aspects. It is irony that environmental concerns makes the possibility of changes in agriculture and rural development in Korea. Environmental education will have an increasingly important role in agriculture and rural development. Environmental problems relate to the human behavior in various aspects. Many environmental problems are mainly rooted to people's ignorance and spending-habits, and lack of technology related to environment. These human behaviors are the focus that environmental education should teach and change. Environmental education has been carried out through various subjects in school education in Korea, but "Environment" in middle school and "Environmental Science" in high school were separated as a regular subject from 1996. Environmental education still has a lot of room for development from a theoretical frame work. Environmental education should be carried out as action-oriented, student-centered programs. Various teaching materials, programs and proper supporting budget should be developed so that environmental education fulfills its necessary role well in agriculture and rural development. A textbook about the environment alone will not guarantee a high quality environmental education.

• 문화기술의 융합
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• 제6권2호
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• pp.49-54
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• 2020

본 논문은 현대미술 감상을 통한 환경교육이 유아의 환경보전지식, 환경보전태도 및 미술 감상능력에 미치는 영향을 알아보고자 경기도 평택에 위치한 D어린이집의 만5세 유아 총 30명(실험집단 15명, 비교집단15명)을 대상으로 현대미술 감상을 통한 환경교육을 실시하였다. 사전검사와 사후검사의 차이를 분석한 결과, 실험집단의 환경보전지식, 환경보전태도 및 미술 감상능력에 긍정적인 영향을 미치는 것을 알 수 있었다. 따라서 본 연구의 결과를 활용하여 유아교육현장에서 유아의 환경보전지식, 환경보전태도 및 미술 감상능력을 증진 할 수 있는 기초자료 및 교수방법을 제시하는 것에 그 목적이 있다.

• 한국환경교육학회지:환경교육
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• 제15권2호
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• pp.14-29
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• 2002

The environment of the world becomes deteriorated rapidly as the result of the development of technology, the increase of the standard of living, and the growth of population. These circumstances called for environmental education in Korea, creating an environment course in the middle and high school in 1995. Despite the increasing importance of environmental education, however, the situation has not developed in its favor because of the current system of the university entrance examination. The school has failed to develop the curriculum of environmental education in the secondary education. This paper solves this problem internally in terms of the improvement of the contents, organization, teaching method (role-playing game), and teaching materials of environmental education, with a case study of the “noise” unit in 10th grade. This case study expects to change the attitude toward noise, increase the interest and knowledge in environment, and lead to responsible environmental behavior.

• 한국환경복원기술학회지
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• 제23권6호
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• pp.75-85
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• 2020

The purpose of this study was to investigate the citizens' perception of urban ecosystem and urban ecosystem education to find out how to plan and create an effective urban ecosystem and how to utilize urban ecosystem education and educational media according to age groups. To this end, an online survey of 416 Suwon citizens was conducted, and based on the responses of the respondents, cross-analysis, multiple-response analysis, and correlation analysis were conducted using the IBM SPSS Statistics Statistical Program. The study found that fewer respondents showed a high understanding of urban ecosystem concepts compared to those who recognized the importance of environmental issues. Nevertheless, most of the respondents were aware of the importance of preserving and protecting the urban ecosystem and responded positively to the inconvenience. In addition, most of the respondents were aware of the need for urban ecosystem education and were found to have different preferred information media depending on age. It has been confirmed that the establishment of facilities such as ecological learning centers and seasonal environmental schools is the top priority among all age groups. Citizens are also aware of the importance of preserving and protecting the urban ecosystem and the need for education, but it is deemed necessary to supplement it because effective urban ecosystem conservation and protection plans and systematic education are not provided that citizens can sympathize with. In addition, it is deemed that various measures should be presented in selecting responsible organizations and educational media that host the education for effective education and promotion of urban ecosystem education according to conduct urban ecosystem education.

• 한국환경교육학회지:환경교육
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• 제12권1호
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• pp.294-310
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• 1999

Firstly, the goals and the domains of contents of environmental education was classified in order to systematize the contents of environmental education which would be taught in each subject. According to these goals and domains of contents, the contents of 10 subjects (Korean Language, Ethics, Social Studies, Mathematics, Science, Music, Arts, Physical Practicum(Technology and Heme Economics), English were analyzed. The norms in the analysis of the goals of environmental education by each subject were 4 domains: information and knowledge, skills, value & attitudes, & action and participation. The norms in the analysis of the contents of environmental education by each subject were 11 domains: natural environment, artificial environment, population, industrialization/urbanization, resources, environmental pollution, environmental preservation and measures, environmental sanitation, environmental ethics, environmentally sound and sustainable development(ESSD), and sound consumption life. As a result, it was found that all the 4 domains of goals in environmental education could come true. Furthermore, the goals of environmental education were found to be reached in the subjects of Korean Language, Music, Arts, Physical Education, Mathematics, English, etc., which had been thought to have nothing to do with environmental education. It was also found that the contents of each subject could deal with its own unique environmental contents. The result of this study can keep all subject from overlapping in environmental contents, and can make the most of each subject’s characteristics. Also, the result of this study will be referenced in developing the teaching and learning materials for environmental education according to each subject.