• Hwankyungkyoyuk
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• v.23 no.2
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• pp.46-64
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• 2010

The purpose of this study is to analyze how the contents of education for sustainable development are reflected in the middle school environment curriculum revised in 2007, and to propose how to integrate content for improving sustainable development education. For this, I analyzed the 2007 Revised Environment Curriculum for Middle Schools by using social network analysis which is the useful methodology to understand the relations of contents. Social Network analysis is a useful tool to excavate the forms of structure or relationship and to explain the characteristics of the system that arise through relationships or to explain the units composing the system. When sustainable development education was examined from 3 points of view, it included environmental sustainability, economical sustainability, and social sustainability. I used the 2007 Revised Environment Curriculum for Middle Schools and manual of curriculum for analysis. The results are 1) The biodiversity conservation and energy efficiency have taken most important positions. 2) In case of economical sustainability pillar, sustainable production had been emphasized. 3) In the case of the social sustainability pillar, health improvement are considered significant. 4) The efforts of trying to approach sustainable development education as an integrated curriculum is week. Integrated themes based on the results were developed. Five main themes were the energy and climate change, water resource and environmental pollution, sustainable village and sustainable food production, sustainable city and sustainable production, sustainable tourism and biodiversity. I hope these could function as theme of integrated-content. Based on the results of study, I propose joint researches on scope of sustainable development for environmental education.

• Hwankyungkyoyuk
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• v.21 no.2
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• pp.11-24
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• 2008

This research verifies the effect on environmental attitude and knowledge accomplishment by t-test as producing and running programs regarding global warming which is raised as a representative environmental issue subject to 6th grade-elementary students. For this, environmental education programs about global warming for elementary students are developed and applied 15 times by reconstituting classes based on the contents regarding global warming from the text books revised as of 7th course of study. The result is as below. First, some part of contents from social study and science of 6th grade elementary curriculum of 7th course of study was able to be reconstituted to 15 education programs. Secondly, the programs about global warming improved students' environmental attitude Application of the programs about global warming showed significant difference(p<.05) on building environmental attitude as it proved those are effective on both area of recognition level and practice level. The method used on the test had .866's Cronbach alpha modulus value therefore, it obtained reliability. Thirdly, the programs regarding global warming improved students' knowledge accomplishment. As a result of test for knowledge accomplishment which was executed with same method for attitude test, the application of the programs about global warming showed significant difference(p<.05) on improving students' knowledge accomplishment on the global warming therefore, it resulted that the application of the program is effective on knowledge acquirement.

• Research in Mathematical Education
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• v.24 no.1
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• pp.49-67
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• 2021

In this study, the researchers analyzed the 2015 revised 3rd~6th grade Korean mathematics textbooks from the aspects of social justice in mathematics education. For this study, the researchers constructed a textbook analysis framework for social justice subjects, which categorized by social issues, economy education, democratic education, personality education, safety education, environmental education, and career education. As a result, the 2015 revised elementary mathematics textbooks were reflected the subject matter of social justice in the order of social issues, economic education and democratic education, personality education and environmental education, safety education and career education. Also, the subject of social justice appears in all 3rd~6th grade mathematics textbooks, but it is not explicitly dealt with by combining it with mathematical content. The researchers suggested that mathematics lessons should be developed including social justice issues aligned with elementary mathematics contents.

• 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.

• Fashion & Textile Research Journal
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• v.26 no.1
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• pp.15-24
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• 2024

At a time when the direction of the middle and high school curriculum is being discussed in line with the change in the future education paradigm to the 4th industrial revolution and the post-COVID-19 era, this study attempted to establish the identity of middle and high school clothing life education by exploring the clothing life contents with content analysis method and analyzing the 'clothing life industry' related educational content of the curriculum revision period. Following the revision of the curriculum, the contents related to the middle and high school 'clothing life industry' were not systematic. In the 2022 revised curriculum, the 'clothing life industry' and the digital fashion industry are presented as content related to the 'clothing life industry', so it is expected that the textbooks implemented in the educational field in the future will mention specific content about this. In addition, research on the direction of sustainable clothing life is also needed because the 'clothing life industry' can be an important cause of environmental pollution from production to consumption. Above all, it is expected that follow-up studies will be conducted to enhance the value of clothing life education in the future in the reality that the awareness of middle and high school clothing life education is low.

• Hwankyungkyoyuk
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• v.22 no.1
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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.

• Hwankyungkyoyuk
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• v.17 no.2
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• pp.79-93
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• 2004

The aim of this study is to provide a guide for the development of non-formal environmental educator certification system by analyzing certification systems in the United States, United Kingdom, and Japan. The following observations from reviewing environmental educator certification systems in the United States, United Kingdom, and Japan have implications for development of our own system in Korea. First, environmental educator certification systems are generally managed by cooperation of local environmental education organization association and local universities. Second, in many programs, applicants are qualified through processes including taking required curriculum and submitting portfolio or documents for reviewing of qualification. Third, in the United States, the majority of programs adopted curriculum based on ‘Guidelines for the Initial Preparation of Environmental Educator’ by NAAEE, which means the majority of programs have relatively standardized curriculum. Fourth, curriculums consist of basic skills of teaching, communication, leadership as well as contents of environmental education so that the applicants can practice more efficient environmental education when they are certified. Fifth, the certification programs utilize selected organizations' environmental education programs for training of applicants rather than establish their own programs. It contributes to the improvement of programs of organizations that applicants participated.

• Hwankyungkyoyuk
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• v.12 no.1
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• pp.205-224
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• 1999

This is a study of strengthening the practice of environmental education in the primary and secondary school music program. Since the world war II, the environmental situation has been getting worse and worse. So it is now a global issue to conserve energy and solving the ecological problems we are confronting. Solving the environmental problem is not just a scientist's task nor a specific school education subject's either, but a responsibility of all human beings. In this sense, it is necessary for every school subject, including music, should include elements of environmental education in its education contents. in this paper the researcher has tried to point out some reasonable aspects of environmental education guidelines which would be pursued through school music programs. In the music subject the following eight environmental education strategies could be suggested: 1. An affective aspect of music should be used in educating students to aware of the importance of environmental problems. 2. The effectiveness of employing music for various educational purposes should be implemented to make students environmentally enlightened individual. 3. The main issue of environmental problem must be used in various musical activities such as singing, implementing, composing and appreciating music. 4. By employing an alternative materials for making musical instruments, students and musicians can participate in environmental education program actively. 5. Music is analogues to life and nature. Thus it is highly suggested for teachers to teach students music more sincerely In a way of studying music more seriously, students could achieve environmental education goals by discovering the similarities of the nature of the environment and music as a human environment. 6. By appreciating many musical works of dealing with environmental problems and ecological problems, one could achieve the necessary goals of environmental education. 7. By enlarging the boundary of music including the sounds of nature such as birds' singing, sounds of winds and various streams and tree's trembling, music could achieve the major goals of environmental education. 8. By recognizing sounds as an important human environment, school music program could attain the goals of environmental education. The researcher also has mentioned about the characteristics of music as a schooling subject. and has provided with some detailed curriculum guidelines for strengthening environmental education programs in music classes. Some model lesson plans implementing the environmental education for elementary, junior high school and 10th grade music classes are also suggested followed by six specific teaching ＆ learning methods for environmental education.

• 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.

• Hwankyungkyoyuk
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• v.18 no.3 s.28
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• pp.1-18
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• 2005

In the sustainable waste management, the necessity of environmental education which improves acquisition of the knowledge, attitudes and values for the environment is being emphasized to help students make environmentally desirable decision and promote responsible environmental behavior. However, the environmental education in high schools, as a whole, would be susceptible to many problems caused by tile educational administration focusing only on the college entrance examination. Therefore, this study modifies and applies a program using four teaching/learning methods (Investigation study, Internet-based learning, Field work, Issue analysis study) which deals with the sustainable waste management as the learning subject for the environmental education, and tries to find its effects on the students' environmental sensitivity and environmental conservation behavior in high schools. The main results of this study are summarized as fellows. First, the waste management program had little influence on the environmental sensitivity of experimental groups, while it had positive effect on their improvement of the environmental conservation behavior. Second, there were little meaningful effect on general environmental conservation behavior, but there were some significant results to environmental conservation behavior related to the sustainable waste management. In addition, positive results were found in ecomanagement and consumerism, whereas there were no meaningful results about in persuasion and legal action, which were sub-domains of the waste management program. Among the waste management programs, the school waste investigation study had the most positive effect on the students' recognition and solution of environmental problems as well as improvement of environmental conservation behavior. The easiest one of the four teaching/learning methods was the Internet-based learning, while the most difficult one of them was the issue analysis study. Consequently, in order to achieve the goals of the environmental education in the academic field, there has to be selected the most suitable one of the teaching/learning methods and to be applied to the class, according to the detailed objectives and loaming contents for the environmental education.