• Hwankyungkyoyuk
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• v.23 no.4
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• pp.56-69
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• 2010

The purpose of this research is to find out teachers' understanding and recognition about the water and the water environment education and to suggest the strategies of water education at school based on survey results. Results of the study are as follows: First, teachers had high level of water related knowledge and awareness about importance of the water environment education. However, they showed low level of environment educational efforts and environment protection behaviour in daily life. Second, they had a little chance to have the educational training for the water environment education. Third, the water environment education at schools has been made in very restricted areas such as water related scientific knowledge and water pollution. Fourth, teachers pointed out the biggest obstacle for the water environment education would be the lack of teaching materials and the second biggest one was the lack of educational facilities at schools. Based on the survey results, it was found out that in order to improve the water environment education at schools, substantial research by the teachers shall be implemented for all teachers of every subject to build up their capacity in adapting the water education to their subjects.

• Journal of Environmental Science International
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• v.31 no.4
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• pp.341-356
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• 2022

Electrical Conductivity (EC) or Total Dissolved Solids (TDS) has been often used to evaluate the water quality in some water education program for children and youth. This study attempted to find out whether EC (or TDS) can be used as a water pollution criteria in water education program. To clarify it, we used the water analysis data of July 2019 and January 2020 from Water Environment Information System. Data from 332 points in Han-river were used to investigate correlation between the parameters, such as BOD, COD, TN, TP vs EC. Correlation(r) for all data of BOD vs. EC was 0.347 for July 2019 and 0.483 for January 2020. No correlation was observed for BOD Ia and BOD Ib for July 2019 (r=-0.041, -0.030, respectively) and BOD Ia for January 2020 (r=0.041). Better correlation for all data of COD vs. EC was obtained (r=0.543 for July 2019 and r=0.610 for January 2020). However, no correlation was observed for COD Ia for January 2020. High vlaue of EC or TDS does not always mean water pollution, especially for clean water environment. Thus, EC (or TDS) alone can not be used as a water pollution criteria.

• Hwankyungkyoyuk
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• v.21 no.4
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• pp.25-39
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• 2008

The purpose of this study is to realize the teaching material, which develops the Model of Watershed Water Environment Education(EE) Textbook, by seeking for a method of the Inquiry with the Perspective of EE and by questing for the contents of watershed water environment necessary for Water EE with the Perspective of EE. First, the value of watershed EE was reilluminated through the literature analysis on the watershed. And 'Inquiry with the Perspective of EE' methodology was newly presented that quests for the contents necessary and proper for EE from the viewpoint of EE. Also, with suggesting it as concept and methodology of 'Inquiry with the Perspective of Watershed EE' by considering the value of EE in Water EE, it presented the content approach direction in the inquiry and the contents of the specific inquiry. Second, through the Inquiry with the Perspective of EE into water environment of the watershed Musim cheon (stream), which is a case region, it allowed the watershed water environment to be able to be synthetically understood. As for a sphere of the inquiry, 5 spheres were sought by taking into account a relation to a human being, as well as the water environment itself of the watershed Musim cheon (stream). Third, Based on the contents of the Inquiry with the Perspective of EE into the watershed Mlisim cheon (stream), 'the Model of Watershed Water EE Textbook' for middle-school students was developed. This model of textbook was selected largely four parts, and was organized with 10 learning objectives and 11 activities.

• Journal of Science Education
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• v.32 no.1
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• pp.73-84
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• 2008

The purpose of this study was to elucidate the perception of drinking water and water environment held by housewives in Gumi city area. The subject of this study were 20 housewives and surveyed with a questionnaire on a self-reporting basis. Results are as follows: 1. Housewives were concerned about drinking water and water environment as natural resource affecting Gumi city area. The percentage og the housewives who had used the purified tap water and the boiled water as drinking water was 35% and 30%, respectively. Also, The percentage of the safety of tap water was 75%. However, their perceived level about the safety of drinking water was relatively low. 2. Housewives suggests that a drinking water conservation campaign and active participation may be more effective if it is linked to local community. Furthermore, continuous education about drinking water and water environment promoting perception of tap water as drinking water.

• Hwankyungkyoyuk
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• v.20 no.4
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• pp.12-26
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• 2007

The purpose of this research is to develop a water environmental education (EE) program using streams, based on the core ideas of ENVISION and materializing elements that were extracted in this research. This research realized the elements and presented a model of the water EE program using a local stream. First, this research developed a basic model of a water EE program using streams by extracting 10 materializing elements and realizing the elements in 4 stage-procedural model. The 10 materializing elements were 1. experiencing the process of inquiry, 2. inquiring local environments, 3. self-directing learning and mutual interaction with colleagues, 4. collecting real data and interpreting, 5. utilizing the ICT(information and communication technology), 6. inquiring with the view point of the 'Environmental Studies for EE', 7. inquiring with the watershed concept, 8. inquiring with the integrating and the holistic view point, 9. pursuing the macroscopic understanding about environment, and 10. connecting the real world phenomena with the environmental concepts and theories. This research materialized these 10 elements in 4 stage model, following the previous ENVISION research, which are 1. preparing stage and visual assessment, 2. writing the report of the inquiry plan, 3. collecting the real data in the environment and performing the investigation, and 4. presenting the inquiry results. Second, with using this basic model, this research developed and presented a model of the specific water EE program using a case stream called 'Baig Cheon' stream, which is a local stream. This research is considered to have a considerable meaning in developing a EE program with ENVISION ideas for the watershed concept and inquiry with environmental science using local streams. The developed model can help the professional development of teachers and teacher education of water EE.

• Hwankyungkyoyuk
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• v.24 no.2
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• pp.86-98
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• 2011

Water problems recently, not only influence environmental issues such as water quality and water management but also influence socioeconomic issues such as poverty, gender, and regional conflicts. Therefore there is increasing attention on water education as part of the environmental education. Yet water education in formal education is only treated with particular subjects like science and social studies with limited contents which fails to cover the social, economic problems related to water thoroughly. Also, though there is an active water education on the field of informal education. its contents are also very limited. Water education requires the implementation of a comprehensive and holistic approach that can holistically consider economic and social problems as well as environmental problems. Therefore in this research, 'water education for sustainable development' is set up as a direction of contents development which include interdisciplinary and holistic aspects. Contents development of water education for sustainable development is an reflection of the experts and teacher's opinions and contain of: main category dividing into three pillars of sustainable development such as environment, economy, and society, and subcategory covering environmental science's objective including knowledge, skill, attitude, and action as well as local, national, regional, and global issues.

• Journal of Korean Society of Rural Planning
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• v.2 no.1
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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.

• Hwankyungkyoyuk
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• v.17 no.2
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• pp.26-37
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• 2004

The goal of this paper is to develop a regional environmental education program using a regional environment of dam, and to set up a regional education for sustainable development with applying that program to the students. This environmental education program is based on Hungerford's project, which consists of 4 subjects. They are good and bad influences of dam environment which students can experience easily in daily life. Through the volunteering activities such as discussion, search and observation, pre- and post-test, study of value, presentation and game, students can decide which is a favorable strategy for preserving dam facilities well. And they are encouraged to take part in environmental preservation and practice what they learn everyday in the community. The following are the outcomes of this environmental education program: First, students are much more interested in regional and general environmental problems than before and participate in conservation activities voluntarily. Second, students express their willingness for the prevention of water pollution in Hapcheon Dam by collecting garbages and reducing synthetic detergent. Third, students demand some measures which connect the school program to citizen groups for the prevention of water pollution in Hapcheon Dam.

• Proceedings of the Korea Water Resources Association Conference
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• 1997.11a
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• pp.11-28
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• 1997

• Journal of Ecology and Environment
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• v.42 no.4
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• pp.220-227
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• 2018

Background: To understand the ecological characteristics of floating mat in which endangered species of Iris laevigata and Menyanthes trifoliata inhabit, we surveyed the vegetation and water environments of a floating mat wetland and examined the relations between ecological characteristics of the mat. Results: Although Phragmites australis and Zizania latifolia were found at all experimental quadrats (n = 61) as the major vegetational components of the floating mat wetland, they showed relatively poor growth performances in terms of shoot height (< 2 m) and biomass production (<$300g/m^2$) compared with those in soil-based wetlands because of oligotrophic water condition. The competitiveness and distribution of P. australis and Z. latifolia seemed to be determined by water level difference by micro-topography rather than water chemistry. Conclusion: P. australis and endangered plant species mainly occurred in the area of relatively shallow water, whereas Z. latifolia and deep-water species such as Scirpus fluviatilis mostly inhabit in the area of deep water on the floating mat. Continuously maintained water level and oligotrophic water condition in the floating mat appeared to be important environments for endangered species such as I. laevigata and M. trifoliata.