• Title/Summary/Keyword: Environmental textbooks

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Questioning Styles in the Middle School Environmental Textbooks (중학교 환경 교과서에 제시된 질문의 특성)

  • Huh, Man-Kyu;Huh, Hong-Wook;Moon, Do-Hoo;Moon, Sung-Gi
    • Journal of Environmental Science International
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    • v.15 no.9
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    • pp.907-912
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    • 2006
  • The study is conducted to analyze the questioning styles in three middle school environmental textbooks in terms of frequency, type, and placement of questions. It is also to analyse and compare the kinds of scientific processes elicited by the questions in the topics of textbook. The instrument was the Textbook Questioning Strategies Assesment Instrument (TQSAI) which was developed the Cooperative Teacher Preparation Program, University of California. The mean number of questions per topic was 4.0 and the ratio of questions to sentences was 3.8%. The numbers of empirical and non-empirical questions were 52.5% and 47.5% for textbook D, 56.6% and 43.4% for textbook J, and 92.7% and 7.3% for textbook K, respectively. The open-hearted question was the highest in all types of questions for three middle school environmental textbooks. The explanatory question was the highest in all characteristics of questions. The types of various questions were distributed throughout textbooks including the green field, debate-discussion, examination, and so on.

An Analysis on the Environmental Issues in the Middle School Environmental Textbooks Based on the 7th Curriculum (제7차 중학교 환경교육과정과 교과서의 환경쟁점 분석)

  • Cheong, Cheol
    • Hwankyungkyoyuk
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    • v.17 no.2
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    • pp.38-49
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    • 2004
  • In recent years there has been a growing recognition that presenting principally environmental issues in environmental textbooks is a form of local, national, regional, and global issues. The environmental textbook in the 7th environmental curriculum is to be composed of contents that could encourage the inquiry of value and change of attitude to take part in environmental preservation on the foundation of the comprehension about ecosystem. Therefore, the present study analyzed the difference of the contents of the environmental issues between the 7th national curriculum and textbooks in the middle school environmental education. The analytical results of this study are as follows: Firstly, there are total 4 sections related to environmental issues in environmental curriculum of middle schools. The content areas that are included ‘Environmental Preservation and Development’, ‘Getting the Hot Earth’, ‘Decreasing Forest and Increasing Desert’, and ‘Pleasant Surrounding and Quality of Life’. Secondly, an environmental textbooks that are used in school education edited for direction that coincide in motive that is ‘real life-centered education’ that is presenting in the 7th environmental curriculum. Specially, introduction to local environmental issues coincides the intent of the curriculum revisions that are ‘environmental education within everyday life’ and ‘contents of local-centered environmental education’. These findings have implications for teaching about environmental issue in school environmental education.

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The perceptions of teachers attended at environmental education program for certificate at environmental education program for certificate of the second-major regarding environmental education (환경과 부전공 자격연수 참여 교사들의 환경교육에 대한 인식 조사)

  • Choi, Kyung-Hee;Park, Jong-Yoon
    • Journal of The Korean Association For Science Education
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    • v.15 no.3
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    • pp.316-324
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    • 1995
  • The purpose of this study was to investigate the perceptions of teachers attended at the first environmental education program for certificate of the second-major regarding environmental education and to provide reference materials for development of environmental education program and environmental textbooks. A survey methodology was used in the study. A survey, having 13 items, was developed by the researchers. The subjects consisted of 80 teachers. Teachers revealed their opinions about six categories of the survey including environmental subjects, environmental problems, middle school environmental textbook, their knowledge concerning environment, the time taught in school about environment, and teachers education. Results from teachers' data suggested directions for improvement of environmental education program and environmental textbooks.

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제2기 중등학교 환경 부전공 자격연수 참여 교사들의 환경 연수 및 환경 교육에 대한 인식조사

  • 박종윤;최경희
    • Hwankyungkyoyuk
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    • v.10 no.2
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    • pp.145-156
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    • 1997
  • 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.

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The Analysis of the recognition on recycling mark and method and the participation in recycling movement (재활용 표시와 재생경로에 대한 이해 및 참여도 분석)

  • 구수정
    • Hwankyungkyoyuk
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    • v.11 no.1
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    • pp.165-180
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    • 1998
  • The purpose of this study is to investigate how much people recognise and participate in wastes recycling and to give suggestions for systematic environmental education on the recycling. Subject's recognition degree on recycling mark which had been established by The Ministry of Environment in 1995 was very low and the recycling mark should be educated because it would help people consider the environmental factor when purchase goods which are recyclable or not. They acknowledged simple recycling methods of recyclable goods much but not the complex methods of them. So they need the systematic education on recycling method through which continuous participation of them would be arisen. In the while there is no mention about recycling mark in textbooks which are currently used in Korean elementary schools, middle schools and high schools. Not only the mark but also any kind of environmental information should be updated in environmental textbooks/learning materials to cultivate students environmental literacy to meet current environmental issues dynamically and solve environmental problems in the future successfully.

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Analysis of Environmental Literacy Components for Secondary School Environmental Education Textbooks (중등 환경 교과서의 환경 소양 요소 분석)

  • Lee, Ki-Young;Son, Yeon-A;Shin, Dong-Hee
    • Hwankyungkyoyuk
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    • v.19 no.3
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    • pp.80-92
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    • 2006
  • The purpose of this study was to make valuable suggestions for improving environmental education(EE) teaching materials. For the purpose of this study, we analyzed four secondary school EE textbooks in the perspective of environmental literacy components. The findings of this study are as follows: (1) As a whole, the EE textbooks tend to focus the understanding environmental knowledge much more than environmental activities. (2) In 'main text' domain of EE textbooks, environmental information, including environmental issue knowledge, is much more focused than environmental attitudes and behavior, including socio-political and environmental issue knowledge. (3) In 'graphic data' domain, environmental information about environmental issue knowledge was most prevalent. (4) Most learning activities focus on 'issue skill' component, rather than 'attitude' and 'action' component. (5) The objectives of EE in the 7th national Curriculum were not explicitly embedded in textbooks and too much is inclined toward 'knowledge' and 'skill'. Accordingly, it is necessary to develop 'module-type' EE textbooks to enable integrative EE. Also, it is suggested to develop specific strategies for linking environmental knowledge and attitude/behavior.

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A Comparative Analysis on the Middle School Environmental Textbooks (중학교 "환경" 교과서 비교.분석 연구)

  • 곽홍탁;전은정
    • Hwankyungkyoyuk
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    • v.14 no.2
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    • pp.1-14
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    • 2001
  • This study analyzed and compared the number of students activities, contents scope, and organizing system of the three textbooks(A, B, and C) which had been developed and published for the 'Environment'subject in the 7th National Curriculum. The results of this study can be summarized as follows; There were differences in the size, the total number of pages and the quality of print between two groups of 'Environment'textbooks of the 6th and the 7th national curriculum. New textbooks were found bigger than the previous ones by 125%. The total number of pages increased by the average of 16.4%. A and C textbooks were composed of three parts, seven chapters, and 17 sections, whereas B textbook consisted of ten chapters and 23 sections. All of the three textbooks appeared to put an emphasis on the chapters of 'environment protection'and 'environmental problems of the Earth ' A comparative analysis on the number of data included in the three textbooks showed that almost half of data took a form of picture, averaging 48% of the total. A had 297 pictures, and 234 pictures for B, 194 pictures for C, respectively. In terms of the number of students'activities, C was found to include the largest number of activities that is 91, comparing to text A of 85, text B of 78. The number of students'activities in every content is found'environment awaiting protection', tile 'environmental problems of the earth'and'things to be done for the protection of environment'much more than any other parts. It should be noted that this study focused ell only a set of quantitative measures so that teachers are recommended to consider detailed contents that each textbook contains as well as environmental conditions of the school region.

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A study on the environmental terminology used in the environmental textbooks of the Middle and high schools of Korea (초.중등학교 교육과정의 환경교육 연계성 연구)

  • 이동엽;이선경
    • Hwankyungkyoyuk
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    • v.10 no.2
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    • pp.101-120
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    • 1997
  • 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.

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