• 한국환경교육학회지:환경교육
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• 제12권1호
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• pp.189-204
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• 1999

Recently, the interest in artificial environment made by mankind as well as natural environment has been increased. This interest in the environment began to be reflected in the physical education, which environmental problems affect modern people's living quality as a crucial factor affecting directly or indirectly our life. Furthermore, since we entered the era of mass sports the physical education subject has dealt with destruction of natural environment by constructing golf courses, ski slopes, etc., destruction of ecosystem by water sports, mountaineering sports, aero sports, etc., and noise pollution near the sport facilities. Therefore, the purpose of this paper is to examine the means to reinforce environmental education in many ways in the physical education concerning environmental problems. For this purpose this paper analyzed the contents of the 7th curriculum for physical education which can be thought to be teaching materials for environmental education, and described the contents in detail. Also, this paper established the orientation and goals of environmental education in the physical education subject and examined some important teaching and learning methods. In addition, this paper suggested some considerations concerning environmental education and a textbook model for the development of physical education textbooks connecting with the 7th curriculum for physical education, which is to suggest a means to connect physical education with environmental education smoothly. The physical education has an attribute that its activities like swimming, climbing mountains, and camping are performed outdoor. The physical activities in the physical education are, of course, performed in the environment, so we had better implement the environmental education including such physical activities at the same time with physical education. Also, there should be efforts so that the education through environment, the education about environment, and the education in the environment can be implemented along with the physical education.

• 한국환경교육학회:학술대회논문집
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• 한국환경교육학회 2004년도 전반기 정기 학술발표대회
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• pp.48-55
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• 2004

In Korea almost all subjects in school teach environmental education. In such situation it is difficult that the environmental subject as a regular stand-alone subject for environmental education establishes its own individuality. In many cases it and the other subjects teach identical contents with the nearly same methods. Such redundancy could make students lose their interest in the topics that were already taught by other subject. And the environmental subject and the other subjects might compete with one another rather than cooperate. To avoid such negative effects we need to partition their roles. For example, the other subjects focus on teaching their own knowledge and skills related to environmental problems. And the environmental subject focuses on encouraging students to possess environmental attitude and to participate in environmental activities. Above all, the environmental subject needs to teach the social nature of environmental problems and the social process through which we make a decision on the problems. It should let students experience highly integrated process of environmental decision. In order to establish the individuality of the environmental subject I discussed its goals and contents. I hope that the related persons in all the subjects start to deeply discuss the partitioning of roles, with open mind, in order to effectively achieve the goal of environmental education in school.

• 한국환경교육학회지:환경교육
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• 제12권1호
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• pp.40-63
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• 1999

As the environmental problems are recognized as daily problems in our lives, not as issues of those who are engaged in specific professional fields, the interest in environmental education is increasing gradually. The environmental education is the one that studies the environment and its problems and seeks the solutions for them. This paper deals with how the Korean subject will include environmental education. The environmental problems are already dealt with in the Korean textbooks according to the 6th curriculum for the Korean subject. A noticeable fact is that those textbooks connect the skills for language skills with environmental education. That is, the textbooks try to improve 4 language skills (speaking, listening, reading, and writing) with the Korean data related to environment, which can be the most practical means. This tendency will be also reflected in the 7th curriculum for the Korean subject, and the means will be taken by which environmental education will be able to be implemented more effectively through a variety of learning activities. In case of speaking and listening, learning activities such as speaking of, listening to, or discussing the contents concerning environmental problems can be recommended. In case of reading and literature, learning activities such as reading articles or works concerning environmental problems. Through these learning activities the Korean education will be able to achieve the goal in the fields of knowledge, information, and autonomy or attitudes which are the goals of environmental education. If the contents of the Korean curriculum are described in detail, it can be known that the Korean subject have someting to do with knowledge, skills, and recognition more deeply. In the methods In obtain information and knowledge, it will be desirable to recognize knowledge and information indirectly through various reading data rather than to recognize knowledge and information directly. Or it will be desirable to increase the sensitivity about environmental problems through literary works. For this environmental education in the above, we need to utilize discussion or presentation-oriented leaching and learning in the Korean education. Also we need to approach environmental problems by using various teaching media. We need to emphasize the education in the affective domain, especially through expression of emotions. guidance of reactions, internalization, personification, and so on.

• 한국환경교육학회지:환경교육
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• 제19권2호
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• pp.26-47
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• 2006

Environmental problems became bigger and widely known among all parts of the society in the last decade. The broad and sustainable study of the environment is the most basic and primary solution to the problems. For this reason, International Environmental Project Olympiad (INEPO) was organized in 1993. Many countries have participated in this organization. Therefore, the purpose of this study was to revitalize the environmental education and to realize the value of environmental education by making students aware of the environmental problems through the INEPO and Korean Environmental Olympiad (KEO). To achieve these goals, we conducted as follows First, we introduced aims, major contents and rules of the INEPO and grasped problems related to the applying method of students who want to participate in the INEPO in Korea. In addition, we introduced both results of domestic contest for participating in the 14th INEPO and of the 14th INEPO itself opened in 2006. Second, we analysed participants' themes according to project types such as environment-biology, environment-chemistry, environment-physics, environment-health and environment-social sciences from Previous INEPOs. Third, we had interviews with several participants to gather their thoughts on motivation and impression of participation, the reason of theme selection, and the method of environmental education in school, by visiting each booth of INEPO. Finally, we suggested sustainable methods of the KEO to revitalize environmental education, and proposed various methods to revitalize the environmental education through the KEO and INEPO in the primary and secondary schools.

• The Journal of Asian Finance, Economics and Business
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• 제9권4호
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• pp.333-343
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• 2022

The UN's 17 Sustainable Development Goals (2018) were created to address environmental pollution and climate change (SDGs). The goal of this study is to find out how well-informed Vietnamese students are about the SDGs. Knowledge, attitudes, and practice (KAP) questionnaires were used to survey 1,010 students across Vietnam's universities, and the data was analyzed using SPSS software version 20. The findings suggest that both knowledge and attitude have a positive impact on the practice level. However, when comparing the correlation between the variables and the level of practice, advantage belongs to the relationship between the attitude and the level of practice (r = 0.982^**, n = 1010, p = 0.00), the correlation between knowledge and practice level is weaker (r = 0.616^**, n = 1010, p = 0.00). Statistical data also show that many Vietnamese students do not have access to information about the SDGs. The majority of the target population who have been contacted and have a basic understanding of the SDGs have done so through their academic degree. From there, it is clear that education is the most effective strategy for Vietnamese students to modify their environmental understanding and actions.

• 한국환경교육학회지:환경교육
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• 제14권2호
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• pp.51-67
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• 2001

In this study we developed a framework to evaluate environmental education programs through lived experience in nature and the framework was applied to a neat case,'2001 Green Camp'. The framework consists of 4 items; goals and objectives, instructional planning, teaching and learning, methods and learning operation and environment. Learning outcomes such as changes to the levels of knowledge, attitude, participation and environmental sensitivity are not included in the evaluation framework but evaluated through direct questions to students. Two researchers observed and evaluated programs with the framework. This study reflected various perspectives of researchers, teachers, students and staff members.

• 수산해양교육연구
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• 제29권2호
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• pp.453-465
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• 2017

UN adopted the 2030 Agenda for Sustainable Development and the Sustainable Development Goals (SDGs) in 2015, a set of 17 objectives with 169 targets expected to guide actions over the next 15 years (2016-2030). One goal expressly focuses on the oceans, that is, SDG 14 'Conserve and sustainably use the oceans, seas and marine resources for sustainable development'. More than 30% of fish stocks worldwide were classified by FAO(2016) as overfished. Globally, world capture fisheries are near the ocean's productive capacity with catches on the order of 80 million metric tons. Aquaculture production is increasing rapidly and is expected to continue to increase, but aquaculture encounters some environmental challenges, including potential pollution, competition with wild fishery resources, potential contamination of gene pools, disease problems, and loss of habitat. Accordingly, there have been a variety of world organization and conferences stressing the importance of the implementation of the ecosystem-based fisheries management(EBFM) to overcome these problems. Annual catch of Korean fisheries have shown continuously declining patterns since late 1990s. Most fish stocks are currently known to be over-exploited, and some stocks are depleted due to the increase in fishing intensity and over-capitalization of fishing fleets. Other reasons for the depletion are land reclamations and coastal pollution, which destroy spawning and nursery grounds along the coastal regions. Aquaculture production is also increasing rapidly in Korea. However, several important issues such as gene pool and interaction with capture fisheries should be considered. The EBFM approach should use the best available information coupled with a reasonable application of the precautionary approach. The EBFM has global relevance, and so the real challenge will be to develop and use reliable, robust and cost-effective means of assessing and monitoring the status of ecosystems and their resources, and rapid means of detecting any undesirable and excessive impacts that threaten sustainable use. Future fisheries education should take into account UN's SDGs, which were adopted to achieve the global 2030 agenda. However, there are some difficulties in the current fisheries education system in Korea. First, the current education organizations are limited within the old frame of traditional fisheries sciences. Second, the fisheries education is currently lack of the future-oriented education system and of customized schools or departments. Third, the on-going fisheries education has been based upon few educational policies which are sufficiently relevant to holistic SDGs of the global standard. Accordingly, directions to modern fisheries education for achieving SDGs would be, first, the transition of fisheries education structure into the future-oriented and customized education system. Second, fisheries education needs to shift to the new paradigm, which combines traditional fisheries science education with related fields such as oceanography and environmental sciences to adopt the concept of EBFM. Lastly, fisheries education should accompany relevant policies for effectively achieving SDGs.

• 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.

• 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.

• 한국환경교육학회지:환경교육
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• 제18권3호
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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.