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.
'Self-esteem' is defined as 'the lived status of one's individual competence and personal worthiness in dealing with the challenges of Life over Time' and high self-esteem is associated with self-confidence, effectively coping, well-being, and responsibility. The first purpose of this study was to identify the concept of self-esteem and to investigate the relationship with self-esteem and responsible environmental behaviors (REB). According to the results, it was found that 'self-esteem' is considered as one of the influential factors on REB and self-esteem enhancement is essential for the responsible choice and determination of environments. The second purpose was to analyse the level of self-esteem in High School students. The mean scores of merits and demerits for all the students involved (402) were 14.58 and 14.91 respectively. By applying the t-test, the two scores were not so different: thus the mean of self-esteem was found to be at a median level. The number of adove-average, average and below-average levels were 114, 163 and 125 respectively. From now on, the development of strategies to enhance self-esteem is urgently needed.
We handed out questionaires to some high school students in order to find out the Environmental Consciousness, Knowledge, Values, and Attitudes of young people in Korea. The difference in such things of high school students between Korea and Australia was analyzed by comparison with aech other. It is revealed that the Environmental Knowledge of high school students in Korea is valued significantly high degree in most cases from this study. It is, however, not due to their Environment-Friendly Attitudes and besides the Environmental Terms are hardly understood to most of them. The Environmental concerns of young people in Korea and their view on the importance of Environment, which are not in accordance with those of young people in Australia on most issues, must have been mainly affected by differences in society, economy, education, and cultural background between the two countries.
This research aims to collect informations which is necessary to develop a curriculum for the environmental education of elementary and secondary schools. We developed a questionnaire concerning the present situations of environmental education in schools and needs assessment items about environmental education. The questionnaire were distributed to a sample of elementary and secondary school teachers with diverse grades and locations. The results of our reserch are as fellows: 1. The awareness of key concepts related to environment problems. They are not aware of ecological interdependence but just focus on the result of environmental deterioration 2. The awareness of importance of environmental education: Teachers prefer campaigns or legislations to environmental education. They want to take an Immediate action rather than a fundmental method like education in order to solve environmental problems 3. The awareness of relationships between environmental problems and natural or man-made circumstances: Most teachers emphasize recycle and reuse of the materials such as batteries, papers, plastics, cans. and bottles. but do not teach the importance of ecology. Only science and environment teachers do. 4. Environmentalism or ecology? Ideally teachers accept the importance of ecology, but in reality they cohoose environmentalism. 5. On the content and method of environmental education: Teachers insist that both environmental instruction and practical, first-hand experience should be given to not only elementary but secondary students, and that most of subject matters should deal with environmental issues. 6. On the situations and tasks of environmental education: School teachers indicate that they could not instill positive patterns of conduct toward environment in students. They think that both insufficient in-service training about environment and cooperation among teachers themselves are partially responsible for it.
The objective of this research is to understand the current field and composition of environment related terminology used in middle and high school textbooks, to find out uniformity and relationship between them, and development for the future establishement and replacement in the environmental education, simultaneously. The results of this study are as follows: 1. The terms used in middle school textbooks were found out to be 334, while those used in high school were 717. Total terms used were 870(759 kinds) and those recorded in the environmental terminology dictionary were 362 including synonyms. 2. Of those 870, 211 terms (24.25%) which were the same words have been used in interlinked connection with the Middle and High schools. While 136 terms(15.63%) have been used in the only middle, and 524 terms(60.23%) have been used in the only high schools. In middle and high school environmental text books 211 (24.25%) terms were the same interlinked terms. Of those extracted terms, 136(15.63%) were used in the middle school 'environmental' textbooks and in high school, 524(60.23%) were used in 'environmental science' book. These results shows that there is big gap between middle and high school contents and we will need more consideration in selecting the terms and better substance. 3. The same terminologies used in both middle and high schools were total number of 676. In those terms 257 kinds(76.26%) were used in middle school 'environmental' text books, and 563 kinds(78.52%) in high school 'environmental science' text books. Here are some details : 1) Terms used as same meaning but different in expression in middle school: 83 kinds, 192 terms (11.99%). 2) Differently expressed in the same text book : in middle school - 20 kinds(2.64%) in high school - 61 kinds(8.04%) 3) Differently expressed terms between middle and high school: 51 kinds(6.72%) 4) Same meaning in 3 expressions or more : 19 kinds 4. Of the examined terms 362(including 43 synonyms) were defined in environmental dictionary which is 41.8% of the total words. In the future specialization in utmost fields will be needed 5. When dividing those examined terms according to the middle and high school curriculum, the most terms were used in nature and pollution fields following environmental preserving, artificial environment, and environmenatal counterplan. In middle schools the most used terms were in the field of environment pollution, preservation, counterplan, and sanitation. These results reflects the education goals and objectives of middle schools. But for the middle school 'environment' curriculum moret uniform distribution are needed and for the high schools' 'environmental science' program, the fields in artificial environment, industrization, urbanization, and sanitation should be intensified.
The objective of this research is to understand the current field and composition of environment related terminology used in middle and high school textbooks, to find out uniformity and relationship between them, and development for the future establishement and replacement in the environmental education, simultaneously. The results of this study are as follows: 1. The terms used in middle school textbooks were found out to be 334, while those used in high school were 717. Total terms used were 870(759 kinds) and those recorded in the environmental terminology dictionary were 362 including synonyms. 2. Of those 870, 211 terms(24.25%) which were the same words have been used in interlinked connection with the Middle and High schools. While 136 terms(15.63%) have been used in the only middle, and 524 terms(60.23%) have been used in the only high schools. In middle and high school environmental tort books 211 (24.25%) terms were the same interlinked terms. Of those extracted terms, 136(15.63%) were used in the middle school 'environmental' textbooks and in high school, 524(60.23%) were used in 'environmental science' book. These results shows that there is big gap between middle and high school contents and we will need mere consideration in selecting the terms and better substance. 3. The same terminologies used in both middle and high schools were total number of 676. In those terms 257 kinds(76.26%) were used in middle school 'environmental' text books, and 563 kinds(78.52%) in high school 'environmental science' text books. Here are some details : 1) Terms used as same meaning but different in expression in middle school : 83 kinds, 192 terms(11.99%). 2) Differently expressed in the same tort book in kiddie school - 20 kinds(2.64%) in high school - 61 kinds(8.04%) 3) Differently expressed terms between middle and high school : 51 kinds(6.72%) 4) Same meaning in 3 expressions or more : 19 kinds 4. Of the examined terms 362(including 43 synonyms) were defined in environmental dictionary which is 41.8% of the total words. In the future specialization in utmost fields will be needed 5. When dividing those examined terms according to the middle and high school curriculum, the most terms were used in nature and pollution fields following environmental preserving, artificial environment and environmenatal counterplan. In middle schools the most used terms were in the field of environment pollution, preservation, counterplan, and santiation. There results reflects the education goals and objectives of middle schools. But for the middle school 'environment' curriculum moret uniform distribution are needed and for the high schools' 'enironmental science' program, the fields in artificial environment, industrization, urbanization, and sanitation should be intensified.
Environmental education in Korea has been emphasized since the Fourth National Curriculum. The Environment curriculum became independent as 'Environment' for middle school and 'Environmental Science' for high school were set as independent subjects upon the Sixth National Curriculum of Korea. And the Enviroment Textbook for middle school was published by the Ministry of Education of Korea. The purpose of this study is to analyze environment textbook for middle school focusing on the organization, the format, questions and illustrations. It was expected that the results of this study could be used by Environment textbook developers. According to the analysis of 'Environment',on the organization, the textbook was consisted of 219 pages and 22 units. A unit was consisted of many subunits and activities. On the content of the textbook, the objectives of subunits stressed more on explanation form than on exemplification form. On the questions, most of them were in <activities> and the objectives of questions stressed on the presentation of the contents. The specific aspect referring results, cause, and judgement, etc. were vary rarely checked. The questions seemed as good, because questions were mostly pertinent to the what to ask, and had a good connection to the main text. By the analysis of illustration, illustrations were mostly functioned as supportive and rarely as decorative, Most of them were photographs and printed all in black-and-white pictures.
The purpose of this study is to investigate the perceptions of those teachers who attentd the second annual environmental education program for certification of a second-major regarding environmental education, and to provide reference materials for development of the next phase in environmental education programs and environmental textbooks. A survey methodology was used in the study. A survey, consisting of 16 questions, was developed by the researchers. The subjects consisted of 97 teachers. The teachers revealed their opinions in five categories of the survey, including environmental subjects, increased education and knowledges on environmental issues, a middle school environmental textbook, teaching methods on environment, and the structure of the program. Results from this study suggest a few directions for improvement of the next annual environmental certification program and the secondary school environmental textbooks.
The purpose of this thesis is to study recognition and attitude between teachers and students about school environmental education. The data for this study were collected by administering interviews with seven hundred sixty three teachers and one thousand six hundred fifty six students, and make comparison between these teachers and students recognition and attitude for the environmental education by use of research are as follows. The conclusion of this research are as follows. First, In the study of teachers and students recognition and attitudes about environmental education, though they are interested in it, they lack in knowledge and ability to solve real environmental problems. Also, environmental education tends to be dealt with indifferently and formally because of the burden of entrance examination and lack of material concerned. Second, the recognition and attitude of the teacher-student group about the school environmental education have meaningful difference in each region. The suggestions for the improvement of the environmental education based on these conclusions are as follows. First, the more efficient methods and materials of the school environmental education must be developed in order that students may understand the complex property of the environment and at the same time have the ability to improve the environmental quality. Second, the cooperating system of environmental education including the teacher- student- student's parents' should be established in order to develop the recognition and attitudes for the environment. And also for teachers group to get the more professional leadership about environmental education, government' support is needed.
The objective of this study is to increase bio-diversity by developing more efficient methods to created habitats and applying them in introducing prototypes of forest, grassland, and marsh which are found in natural ecosystem, to urban environment. In this context, in creating man-made marsh in Seoul Engineering High School, firstly, philosophical framework to create man-made marsh to restore urban nature and conceptual system to create a region considering life and ecosystem were established. Secondly, by applying the philosophical framework and the conceptual system, water quality section, plantation section, and techniques to create habitats to increase bio-diversity were introduced. Lastly, when the creation is completed, maintenance of the marsh will continue with participation and education of students and residents. This study presents how natural environment can be restored and created in urban areas. This may be viewed as modest beginning. I expect this study proves to be effective in increasing bio-diversity, fulfill its role as an experiment station for restoration and creation of natural environment and natural educational center for students and community as well as habitats for wild life, and open a new chapter in developing a society seeking co-existence of humankind and life. Therefore, when technological guideline on restoration and creation of man-made marsh in urban area is developed based on the outcome of this study, expansion of the project to nationwide including metropolitan cities like Seoul is recommended.
The environmental interpretation in historic sites will be considered as an important management strategy for improving the understanding of users of natural and cultural resources which surround them. The purpose of this study was to survey on the status and visitor's awareness of environmental interpretation in historic sites. This study was carried out through the review of literature, the questionnaire to 487 visitors who visited 14 historic sites including palace, royal tomb, and others(Kyongbok Palace, Changdok Palace, Changgyong Palace, Toksu Palace, Unhyon Palace, Donggunung, Soonung, Honinung, Sonjongnung, Yongnung, Chongmyo shrine, Sajik Park, Suwon Castle, Namhan Mountain Castle) at October 26th, 27th in 1996, the field survey of 14 historic sites, and the interview. The results derived from this study were as follows; First, the environmental interpretation of the historic sites that were carried out this research were mainly the signs, interpretive publications, but Changdok Palace(the Secret Garden)have been only implemented the environmental interpretation by guide. Generally, the techniques of environmental interpretation in historic sites were not various, and environmental interpretation for visitor were not implemented effectively. Second, from the questionnaire analysis, visitors who visited 14 historic sites were not concerned with signs being used as typical environmental interpretation media in historic sites, but they were satisfied with the accessibility and location of signs relatively. Also they were more satisfied with the number, graphic, and color of signs than the others. Third, according to the results of satisfaction analysis through re-grouping question item about signs, visitors were the most satisfied with the accessibility of signs, but were not the most satisfied with the design of signs. There were significantly different to the satisfaction about the design and management of signs and comprehensive satisfaction of signs by age group. This results suggested that new environmental interpretation media should be planned and designed in consideration of desire and need by age group. Fourth, it was studied that visitors had not experience of various environmental interpretation. and most visitors agreed to the necessity of introducing diverse environmental interpretation and improving environmental interpretation.
This study was planned to test the educational effects of self-guiding environmental interpretation panel. For purpose of the study, self-guiding interpretation panel was set up along the trail of green shower area of Kwang-Reung Arboretum in 1995,and the environmental behavior related variables such as attitude, locus of control, personal responsibility, general knowledge, and intention to act were closen based on Hines and his colleagues' Responsible Environmental Behavior model(1987). The pre-test/post-test non-random control group design was introduced fo test the effects of panel. ANCOVA was used to test the differences between experimental and control group because of the need to consider the effects of other variable such as socio-economic variables on the changes of environmental behavior related variables. Among 5 environmental behavior related variables, the changes of attitude and knowledge were significantly different between experimental group and control group, and the experimental group's direction of change was more favorable for environment. It is concluded that the educational effects of self-guiding interpretation panel were partially accepted. Several recommendations and restrictions of the study are presented.
This survey is related to the status of education for environmental managers, who are taking charge of pollution control untilities, and its analyses. This survey is also discussing the improvements of educational course for the trainees, who have already been educated in environmental background as well as its problems. The 45% of in-service trainees were those who had graduated more than a junior college. But under the 50% of them were those who had school careers of less than a high a high school, which means that the trainees have trouble in acquiring the professional knowledges on environmental educations such as the lectures and the practice educations. All over the country, 46 junior colleges, and 65 universities which have a environmental education program, have produced the graduates who major in the environment. Therefore, it is demanded that they should be properly treated. In this research work, it is shown that the 76% of environmental managers have no certificate of environmental study. It is thought that this has resulted from the released environmental law; the untilities of the first and second grade need a manager with a certificate related with environment, the third grade utilities only need a manager with a non-specified certificate related with environment or a manager with more than 3 years environmental practice careers, the fourth and fifth grade utilities do not need the certificate related to environment. In view of relation between environment pollutions and the management of environmental utilities, it is thought that present environmental laws should be improved to be strict. The fact that the differences in regions or utilities are not considered in the contents of texts, has reduced the efficiency of education. Therefore, it is needed that the experts and the in-service managers should take part in the development of the text. In this survey, the more than 20% of trainees have negative opinions about the result of this education, which means that overall the environmental practice education should be reconsidered. In the educational methodology, more than 50% of trainees have the opinion that they want spot speciations, the audio-visual educations and the practice. Therefore, it is demaned that the subjects, syllabus, and the allotment of time ect, should be reorganized for the more practical education.
This Study developed 'Environment Management Integrated Leader(EMIL)' program and evaluated the effect of the Program. The procedure of EMIL program development is as follows; 1) Identifying the training needs Through the interview and discussion with corporate environmental staff and research members, training need are collected. 2) Setting the training objectives 30 objectives are developed through specifying and organizing the training needs. 3) Determining the scopes of the program This program consists of the four scopes. First, the scope of Environmentally Acceptable Management is developed based on ISO 14000 and certification of environmentally friendly business. Second, the scope of Environmentally Acceptable Technology includes air pollution, water pollution, solid wasted management, and pollution prevention. Third, the scope of Integrated Environmental Management focuses on master plan, green marketing, green production, and green accounting. Finally, the scope of Integrated Environmental Concepts focuses on food pollution, environmental activities, and bio-diversity. 4) Selecting the training methods Various methods are used such as off-site visits, exercises, case study, workshop, discussion, role-playing as well as lecture. 5) Implementing the program 49 trainees participated the program for 6weeks. All trainees are working for D. Company Group. 6) Measuring training effects To evaluate the effects of the program, pre-post training evaluation method is used. The results are highly significant at all 4 scopes by the p<.01. This study has some implications in order to establish the environmental management climate. First, the development of new environmental education program for management is necessary. Second, Vast investment are required. Third, more systematic approaches are desired in environmental education. Lastly, more customized program development and implementation to fit in industries will accelerate the expansion of environmental concept.
The purpose of this study was to investigate the effects of environmental education program for rural housewives on their recognition and practice in environmental preservation. The subjects of this study were 300 rural housewives(education group : 150, non-education group : 150) living in Chung-buk province. The environmental education program was conducted to the education group three times from August to October,1995. After the program was completed, questionaires were distributed to the education group and the non-education group to identify changes in their recognition and practice in environmental preservation.
This study was conducted to contribute to development of both educational materials and programs necessary to effectively teach the environmental health to the students of the middle and high schools, by analysing their understanding and attitude toward the environmental health. Also this study was carried out with 3120 male and female students of the middle and high schools in the urban and rural areas for three months from April 1 to June 30, 1993. Based on this study is required for the related authorities, schools, experts and patents to make all their efforts, in other for the students to correctly understand the environment while this study contributes to the development of educational programs useful for effectively studying the environment and of educational materials concerning environment of the middle and high schools.
General citizens can be a valuable resource for various types of environmental monitoring when they are well-trained and managed. Successful use of volunteer monitors depends on understanding that citizens are partners sharing expanded roles as the guardians of their local environment. Citizen volunteer monitoring programs are developed for three reasons: 1) to supplement environmental data collected by professional staffs in governmental agencies and scientific institutions; 2) to educate the public about local environmental problems; 3) to build a constituency of citizen to practice sound environmental management at a local level and build public support for environmental protection. All three goals can be achieved with a well-organized program which provides useful and credible data. Initial step in planning a successful volunteer monitoring project is to clearly identify the use to be made of the data. Technical advice from the identified potential user groups should be convened early in the planning stage to refine the program objectives and determine if volunteers can provide the level of expertise required. Data users must have confidence in the representativeness, consistency, and accuracy of data collected by volunteers. Effective quality assurance and quality control(QA/QC) procedures are essential to ensure the utility of environmental monitoring data. Volunteers must be trained in advance to carry out specific environmental monitoring tasks. Another components of successful volunteer monitoring programs is to give the volunteers praise and feedback as well as to encourage experienced volunteers to impose increased responsibilities. The increase of volunteer monitoring programs in Korea will play a major role in developing a participatory system in which the people are "empowered" to make decisions and make a difference.
Review of the global change in various energy usages and resulting environmental impacts were made in terms of population increase, economic development and energy consumption. Greater use of fossil fuels in past couple of centuries give rise to acid rain and gradual climate changes mainly due to Green House inducing gases emissions from fossil fuel combustion. In view of the forthcoming Kyoto conference in December, various alternative options were assessed. To cope with rapidly developing robust Korean economy, the alternative energy options for the sustainable development in 21st Century would be the wider use of Nuclear Energy in parallel with constrained use of fossil fuel and renewable energy development. However there are many hurdles to overcome. One of the most important element is to improve public acceptability of those alternatives. Since public acceptance depend heavily upon individual perception on specific energy technology applications, the basic energy technologies education from primary up to high school education and the related curriculum organization is important. The suggested improvement in education for Nuclear Energy Application was made on the basis of advanced industrial countries with substantial Nuclear Energy Application programs.
본 논문에서는 우리 나라 학교환경교육의 발전 과정을 태동기(1980년 이전), 성립기(1981-1991년), 정착기(1992년 이후)로 구분하여 간략히 개관한 다음, 전국 수준의 초.중등학교 학생, 교사, 교육전문직을 대상으로 한 환경교육에 관한 의식과 요구 사항 등에 대한 조사 연구 결과 및 이를 바탕으로 한 환경과 담당 교사의 현직연수와 양성교육에 관한 정책 대안을 제시하였다. 또, 1993년 이후 우리 나라에서 이루어지고 있는 환경교육을 위한 교사교육의 변화 및 발전 현황을 다음과 같이 요약하였다. 첫째, 중등학교의 교사자격증 표시과목으로 '환경'과가 1994년부터 추가됨으로써 현직교사 연수 및 교사양성대학에 환경교육과의 설치가 제도적으로 가능해졌다. 둘째, 제6차 교육과정(1995년부터 적용)에 신설된 중학교 환경 및 고등학교 환경화학 담당 교사 확보를 위한 자격연수(총 180시간)가 1994년 여름방학부터 시작되었으며, 이를 통하여 1996연말까지 환경과 부전공 자격 소지자를 680명 배출하게 되었다. 셋째, 중등학교에서 환경과를 담당할 교사를 양성하기 위한 환경교육과가 전국 3개 대학(한국교원대학교, 공주대학교, 순천대학교)에 설치되었다. 넷째, 1995년부터 전국의 각급 학교에 환경주임교사를 배치하여 학생의 체험적 환경교육을 유동하고, 일반교사에게 환경교육의 중요성을 전파하는 역할을 담당하게 하고 있다. 다섯째, 환경과 부전공 제도가 1996년부터 시작되었다. 대학재학 중에 전공과목에 대하여는 42학점 이상, 환경교육 관련 과목을 21학점 이상 이수한 학생은 환경과 부전공 교사 자격증을 얻을 수 있게 되었다. 여섯째, 교사의 자생단체로 지역별 '환경교사연구회'가 구성되어 환경교육 자체연수, 교재개발과 보급, 환경캠프와 답사 등의 활동을 전개하고 있다. 끝으로 환경교육을 위한 교사교육에서 계속 노력해야 할 사항을 제시하였다.
환경교육의 목적은 환경문제점에 대하여 자각하고 관심을 가지며 현존하는 문제점들에 대한 해결과 새로운 문제점의 예방을 위하여 개인적으로나 집단적으로 일할 지식, 기술, 태도, 동기 그리고 책임에 대하여 교육시켜 가는데 있으며 이와 같은 목적을 충족시키기 위하여 환경교육의 대상이 되는 개념으로서 경제사회발전과 환경보전의 조화라는 관점에서 관심을 모으는 ESSD개념은 유엔이 국제환경보전운동의 지침으로 삼고있는 환경적으로 건전한 지속적 개발(Environmentally Sound and Sustainable Development)개념으로서 개발은 환경용량의 범위 내에서 추구되어야 하며 지속성의 관점에서 정부와 모든 국민들은 그들 자신의 복리는 물론, 그들의 후손을 위해 환경을 보전하는데 공동의 노력을 쏟아야 할 윤리적 가치를 강조하고 있다. 우리나가가 현재 직면하고 있는 환경문제를 ESSD개년의 도입과 실천을 통하여 해결하고자 하는 의지가 있어야 할 것이며, ESSD개념에 입각하여 인관과 환경간의 관련성의 새로운 개념에 대한 인식을 국민모두가 갖도록 하는 환경교육을 통하여 환경에 관한 가치가 개개인의 생활양식은 물론 기업 환경의식이나 정부의 의사결정 과정에 구현되어야 할 것이다. ESSD개념은 환경교육에서 환경보전과 경제사회발전이 어떻게 양립될 수 있는가를 강조하는 것이 되어야 할 것이며 학교환경교육이나 일반성인을 대상으로 하는 환경교육에서는 물론 정치적 관심이나 각 부처간의 이익을 초월하여 개발과 환경보전을 역동적으로 통합시킬 수 있도록 입법부나 행정부처의 공무원을 대상으로 하는 환경교육에도 포함되어야 할 것이며 환경문제에 관련된 전문가를 교육하는 현행제도를 재평가하여 단지 단기적인 현실만이 아니라 ESSD개념에 바탕을 둔 장래 개발문제에 대처해 나갈 수 있는 환경전문가를 위한 교육과정의 설계와 교육방법론의 체계적인 연구조사가 있어야 할 것이다. 이러한 환경교육의 중요성에 대하서는 의제 21, 지방의제 21 그리고 인간정주 의제서에 계속적으로 강조되어왔으며 국내에서도 이에 대한 체계적인 차원에서의 대응이 준비되고 있으며 이에대한 많은 각별한 관심과 참여가 요구되어진다.
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