• Economic and Environmental Geology
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• v.24 no.4
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• pp.393-398
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• 1991

The Buyeo-Cheongyang area, in the south-western area of Gyeonggi massif, comprises Precambrian and Mesozoic metamorphic and sedimentary rocks. The original rock of metamorphic rocks was studied by geochemical examination and statistical analyses of the trace elements in the gneisses, schists, shale and granitic rocks. Average abundance of Cu,Cr,Pb,Ni,Co,Mn,Li and Zn elements from gneisses have similar to those from shale and schists. However the gneisses have higher Cr,Ni,Co,Mn,Li abundance than those from the granite. Abundance range and frequency distribution of the trace elements in the gneiss show a marked trend sedimentary origin, that is, standard deviation have far the higer than that of igneous origin. Also it is wide dispersion and irregularly distribution. For that reason, this gneiss is regard as sedimentary original rocks with schists.

• Hwankyungkyoyuk
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• v.11 no.2
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• pp.14-25
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• 1998

The Quality of human living depends on the environmental quality of the region sustaining the life. The environmental deterioration of the modern society is due to mechanical environmentalism. For the better quality of the life, The changes of recognition and attitude on the environments are required. These changes of mind are also important in environmental education for teenagers. The 7th national curriculum, officially anounced December 1998, focuses on the change of attitude to environments and practical behavior in real life for “Environments”, the environmental education curriculum in middle school. Basic elements of the curriculum are cultivation of the pro-environmental thinking, multi-levelling of teaching materials and methods, and encouraging of student participating activity. Actually, the curriculum construction is composed of stepped-levelling of teaching and learning, reasonable contents volume, encouraging of student practice, and suggesting of evaluation standards of textbook writing. Three main subjects of environmental education for middle school consist of (1) man and environment, (2) recognition of environmental problem, and (3) protection activity for environment. Methodology of environmental education can include multi-disciplinary approaches, variable teaching methods, and continuing evaluation of student practice and participation attitude. Environmental education for teenagers relating to the 7th national curriculum focuses on recognition of the environmental problems and practice activity in daily life. The recognition includes considering relationship of human life to environment, solving environmental problems in regional context, and development of comprehensive understanding concept of the environments. For the practice education, variable teaching methods, such as field survey and application of multi-media, are needed.

• Hwankyungkyoyuk
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• v.25 no.2
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• pp.135-148
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• 2012

This research was aimed at developing the program using the natural circumstances in Jeju Oreum as the basis of environmental education. The students were inquired about how these activities influence the environmental literacy of elementary students. The result of this study were as follows; First, the experimental group applied experience activities to the developed program to contribute to the improvement of environmental literacy. This was then compared to the control group to which theoretical classes were conducted. Second, Jeju Oreum Experience learning program has evenly influenced the elements of environmental literacy divided by the four goal levels of environmental education. As a result of the research, the Natural Experience Activities on the basis of natural circumstance is considered to affect the elementary students' environmental literacy in positive, effective manner. Consequently, the Environmental Education in a school or society should develop programs that apply to natural circumstances as a field of Environmental Education.

• Hwankyungkyoyuk
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• v.22 no.2
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• pp.92-106
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• 2009

We assumed that natural history museums have rooms for functioning as institutions for the environmental education, especially in aspects of multi-disciplinary, informal education. So we set goals of this research as finding 1) how much environmental education contents are reflected in exhibits of natural history museums, and 2) what those characteristics in aspects of dimension, range, and topic are. First, we developed a framework for analyzing of environmental education contents. Second, we applied the framework to seven major natural history museums. As the result, environmental education contents are reflected by 69.1% totally. Especially, the 'knowledge' dimension covered mostly, and among them the range of 'elements of Ecosystem' occupied more than other ranges. With inferring our results, we suggested that characteristics of natural history museums in environmental education are followed; spatial-temporal expansion of bio-diversity concept, visualizing impacts of human activity against nature.

• Korean Institute of Interior Design Journal
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• v.24 no.2
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• pp.197-205
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• 2015

Recently in most homes, children are mostly cared in early childhood education facilities. However, the increased number of safety accidents on children cared in such facilities has become a social issue. For that, the purpose of this study is to suggest interior environmental planning elements to improve safety level of early childhood education facilities. This study was carried out by performing literature review analysis and survey. First, in total of 42 environmental planning elements that can be applied domestically were derived from analyzing safety related guidelines for children facilities located both domestically and internationally then a survey was carried out targeted for teachers and staffs in the facilities on importance of the factors. The results of this study are as followings. First, it is required to intensify the level of safety related training for teachers and staffs in the facilities including better treatment for them. Second, the necessity of safety environment by each space in such facilities is required to be approached upon the level of child activities. Third, facilities planning and finalizing planning are important for improving safety of early childhood education facilities. Forth, from factor analysis on the extracted environmental planning elements that are considered as important by the teachers from both day care centers and kindergartens, they were categorized in 5 groups including 'collision and fall prevention plan', 'physical characteristic consideration plan', 'evacuation safety plan', 'lock security plan' and 'outer control plan'. It is fair to say that constructing a better safety environment for children can be achieved by the environmental planning factors by this study.

• Hwankyungkyoyuk
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• v.20 no.1
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• pp.1-18
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• 2007

This study aims to present and develop 'teacher professional model and standards of assessing students in environmental education for sustainability'. To achieve the purpose, this study was progressed in the following stages. First, based on the results of purposes and objectives developing in environmental education, the concept and components of environmental literacy, which are utilized in environmental education as a means of creating sustainable education were analyzed. Second, the qualities, which environmental teacher should have as an expert were identified through a process of researching literature and professional meeting. Based on the result, the categories and elements of the qualities which an environmental teacher should be have in order to provide expert evaluation of students in their environmental classes were extracted and teacher professional model assessing students was developed. Third, based on the above teacher professional assessing model, standards of assessing in environmental education for sustainability were established. Fourth, based on the teacher professional model and standards of assessing students in environmental education, assessing items corresponding to components of environmental literacy were presented. By presenting and developing 'teacher professional model and standards of assessing students in environmental education for sustainability' in this study, we expect that the model and standards can support to improve school teachers' assessing professionalism in selecting assessing methods, designing assessing process, and analyzing and applying the results of the assessment.

• Hwankyungkyoyuk
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• v.10 no.2
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• pp.51-62
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• 1997

The objective of this study was to review the meaning and problems of Scientific Knowledge and Ethical Value in Environmental Education. The ultimate goal of environmental education is shaping proenvironmental human behavior. The factors of human behavioral decision making are ideology, value, attitude and behavioral intentions. Ideology is a kind of belief system used by social groups to interpret their social world. The main elements of belief system are knowledge and value. The traditional thinking in education has been that we can change behavior by making human beings more knowledgeable and more valuable. In environmental education, the aim of scientific inquiry is to analysis cause-effect relation of human beings behavior and environmental phenomenon, and ethical education is to change the mind of human beings from zero-sum to positive-sum about the relations between human beings and natural environments. But, there are many problems of knowledge education and value education in environmental education. For example scientific knowledge without ethical value is dangerous to environment protection, and ethical value without scientific knowledge is vague. Therefore, we must recognize that the relationship of ethical value and scientific knowledge is not substitutional but complementary. The teaching-learning methods which can integrate knowledge and value in environmental education are rational decision making model. For this model, we can construct teaching contents with inquiry materials. To earn the benefits of specialization among several subjects in environmental education, social studies can focus on social science knowledge and decision making, science education can focus on pure natural science knowledge and scientific investigation, moral education can focus on problems of ethical value system, home economics can focus on practical action and environmental education(Environments in middle school, Ecology and Environments in high school) can integrate social-national science knowledge and ethical value in broad perspective about human beings and ecosystem. That is the method to protect from law of diminishing marginal utility of learning in environmental education.

• Journal of Engineering Education Research
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• v.16 no.2
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• pp.37-49
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• 2013

In this paper, articles in full body of JEER in Korea and JEE in U.S. were classified into two categories- Research area and Key words-to endeavor a comparative study of the engineering education research(EER) topics and their temporal changes. In the recent 4 year term, 'Accreditation of Engineering Education' and 'Courses & Curriculum' were the most common key words appearing in JEER and 'Researches on EER' and 'Learner's Factor' in JEE. If we put curriculum/teaching materials/teaching as the input elements and learning/assessment as the output elements for education achievement, JEE demonstrates that many of the research topics have shifted from input to output in the recent years, while JEER research is in the transient stage.

• Journal of The Korean Association For Science Education
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• v.23 no.1
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• pp.47-56
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• 2003

The present study was carried out to analyse the frequency(%) for five kinds of inquiry context elements for six kinds of the high school science textbooks in the 7th curriculum. All the elements was classified into three process achievement level such as the basic, supplementary and further level introduced firstly in the 7th curriculum. Five elements of the inquiry context categories appeared as pure scientific context(61.8%), everyday context(22.2%), natural environmental context(7.7%), techno-industrial context(5.9%), and social context(2.4%) in the basic, supplementary and further level. Social context wasn't appeared in the supplementary level. In five elements of inquiry context, total elements appeared 7,139(85.5%) kfrequencies in the basic level and 691(8.1%) frequencies in the further level. However total elements appeared 529(6.4%) frequencies in the supplementary level. The kinds and frequencies of the elements for the inquiry context suggested in the basic level were more than those in the supplementary and in the further level. The social context was not appeared in the supplementary level. However five inquiry context elements were all appeared in the basic and further level.

• Hwankyungkyoyuk
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• v.20 no.1
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• pp.28-41
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• 2007

Current environmental education at elementary school is demanded to be changed into 'Sustainable Development', Therefore, we should find a new program to reflect appropriateness and diversity of environmental education at elementary school for 'Sustainable Development'. The result of analysing textbooks and the realities in environmental education at elementary school is as follows, First, when we analysed the contents of the textbook in environmental education, the reflecting rate was high in 'natural environment' and 'sound consumption', compared with in 'artificial environment', 'resource and energy' and 'health and environment'. Second, we realized the necessity for 'environmental education' complementary to 'Sustainable Development'. That is because the analysis showed the lack for the activity for approaching and solving environmental problems with 'artificial environment', 'resource and energy' and 'health and environment'. Third, the analysis also showed the deficiency in the reflection of 'environmental education' contents for maintaining healthful environment through improving the quality of life. Current textbook didn't deal with very important elements of 'environmental education' - the Quality of indoor atmosphere, harmful matter, safe things to eat, noise, stench, etc. For those reasons, it is necessary to reconstruct the realm and the contents of 'environmental education' for 'Sustainable Development' appropriate to elementary school. We require a new curriculum and textbook to cover diverse' environmental education' as well.