• Title/Summary/Keyword: environmental education contents

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Environmental Education Contents Embedded in Exhibits of Natural History Museums (자연사박물관의 전시에 반영된 환경교육 내용 요소 분석)

  • Jung, Won-Young;Park, Eun-Ji;Lee, Joo-Youn;Kim, Chan-Jong;Park, Ji-Eun
    • 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.

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Comparison of Environmental Education Contents in Science Textbook between Korea and Illinois State in USA - Focused on Environmental Education Contents of 3rd~6th Grades - (미국 일리노이주와 한국의 과학교과서에 나타난 환경교육 내용 비교 분석 - 3~6학년 환경교육 내용을 중심으로 -)

  • Park, Heonwoo
    • Journal of Korean Elementary Science Education
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    • v.33 no.3
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    • pp.453-463
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    • 2014
  • Environmental education contents in science textbooks of South Korea and the United States were compared and analyzed in order to find how to develop environmental education in elementary science education. McGraw-Hill science textbooks for third to sixth grade and science textbooks of Korea based on the 2009 Revised National Curriculum and the 2007 Revised National Curriculum were analyzed and compared. The categories were educational goals, kinds of contents, distributions of contents and tense. The result showed that the environmental education goals in science textbook of Korea and United States were biased to knowledge area. The educational contents of the United States was higher 2.5 times then Korea and distributed in all areas. In quantitative distributions in Korea were biased some special areas. Tense of educational contents were almost present. Attitudes and recognition of students varies gradually over a long period of time, the contents of environmental education will be useful "evenly distributed" for all areas and school year.

Cyber In-Service Training Contents Development Regarding Environmental Literacy for Entry-Level Environmental Public Servants (신임환경공무원을 위한 환경소양 사이버 연수 콘텐츠 개발)

  • Seo, Woo-Seok;Kim, Su-Wook;Kim, Jae-Ho;Lee, Yoon-Jo
    • Hwankyungkyoyuk
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    • v.21 no.2
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    • pp.25-39
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    • 2008
  • The purpose of the study was to develop cyber in-service training contents regarding environmental literacy for entry-level environmental public servants. The blended type of contents were developed, through literature review, contents analysis of other programs, and expert conferences. The validity of the contents developed was ensured experts in environment. Major research findings were as followings: First, there is a lack of time for entry-level environmental public servants to participate in the environmental in-service training programs. Therefore, cyber training can be a good solution to the problems with environmental training courses. It improves access to educational opportunities as it overcomes the limitations of time and space and provides hands-on experiences through multimedia materials that reflect the real world. Second, directions for developing cyber environmental education contents were represented in three parts; 1) strategies for developing cyber environmental education contents, 2) Models for developing cyber environmental education contents, 3) Contents selection for developing cyber environmental education contents Third, the developed contents for entry-level environmental officers consist of 4 domains: (1) the introduction to environment; (2) the natural scientific understanding of environment; (3) the humanistic understanding of environment; and (4) the social scientific understanding of environment. Fourth, the program developed was evaluated by 7 environmental education experts according to 10 evaluation items of total contents and contents development structure. In result, the validity of the program was ensured. Based on the results, some recommendations were suggested.

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Understanding Changes of Environmental Education Contents in the Geography Subject at Middle School (중학교 사회과(지리) 환경교육의 내용 변화에 관한 연구)

  • Bae, Mi-Ae
    • Hwankyungkyoyuk
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    • v.16 no.1
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    • pp.1-11
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    • 2003
  • The discussion about environmental education is a little new concept which emerged remarkably in late 1960s. The environmental education means the educational curriculum which make sure value understanding and conception to develop function and attitudes necessary for the proper understanding and evaluating the interaction between human beings and physical environment Centenng an important geographical paraingm for 'the interaction between human beings and physical environment', to make the students understand the concept of environment and know environmental problems are the tasks to be pursued in environmental education courses in the middle school geography classes. The reasonable understanding of environmental problems and voluntary participation through the efficient environmental education in middle school geography classes, not only the systemization of educational curriculum and other needed changes mentioned above, but also the development of policy and institution in national government accompanying with earnest attention and effort must be made in environmental education and other environment-related fields.

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Characteristics in Environmental Education Contents of the 7th National Curriculum for Elementary and Secondary Schools (제7차 환경 교육 과정의 학교급별 내용 특성)

  • 이민부;박승규
    • Hwankyungkyoyuk
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    • v.13 no.2
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    • pp.103-113
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    • 2000
  • The 7th national curriculum for environmental education in elementary and secondary school focuses on consideration of learner's ability, learner's activities, and learner's region of everyday life. The contents of environmental education are scattered subjects in elementary schools and an independent subject as 'Environment'in middle school and 'Environment and Ecology'in high school of the second school. With upgrading of schools, the aims and activities of environmental learning move up from value-centered, through activity-oriented and to cognition-centered.

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A Case Study on the Teaching Method of the "Noise" Unit (소음 단원의 교수-학습 모형 개발 및 적용에 관한 현장 연구)

  • 송호열
    • Hwankyungkyoyuk
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    • v.15 no.2
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    • pp.14-29
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    • 2002
  • The environment of the world becomes deteriorated rapidly as the result of the development of technology, the increase of the standard of living, and the growth of population. These circumstances called for environmental education in Korea, creating an environment course in the middle and high school in 1995. Despite the increasing importance of environmental education, however, the situation has not developed in its favor because of the current system of the university entrance examination. The school has failed to develop the curriculum of environmental education in the secondary education. This paper solves this problem internally in terms of the improvement of the contents, organization, teaching method (role-playing game), and teaching materials of environmental education, with a case study of the “noise” unit in 10th grade. This case study expects to change the attitude toward noise, increase the interest and knowledge in environment, and lead to responsible environmental behavior.

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The Systematization of Environmental Education Contents in the 7the Science curriculum for Science (제7차 과학과 교육 과정에 따른 학교 환경 교육 내용 체계화)

  • 신동희;이선경
    • Hwankyungkyoyuk
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    • v.12 no.1
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    • pp.110-133
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    • 1999
  • As an attempt to systematize environmental education in the 7th curriculum, this study extracted the contents of environmental education to which science can approach in the science lessons. This study analyzed these contents from the goals of environmental education and from its contents and, as a result, it found out the followings : (1) in the aspect of ‘knowledge’ and ‘skills’, the goals of Science environmental education have direct relations with each other, and (2) the science can be taught in the aspect of ‘natural environment’, ‘environmental ethics’, ‘environmental pollution’, ‘resources’, and so on. By utilizing various teaching and learning methods of science education the science subject on, however, approach the goals of environmental education, of ‘attitudes’ and ‘participation’.

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The Intensification of Environmental Education Contents in English Subject Education (영어과에서의 환경교육 내용 체계화 및 강화 방안)

  • 이소영
    • Hwankyungkyoyuk
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    • v.12 no.1
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    • pp.99-109
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    • 1999
  • Environment education, which is a principal solution to environmental problems in the world, is being practiced in Korea through the national curricula for primary and secondary schools. However, it hasn't been effective so far to practice environment education within those schools where a variety of subjects are taught. The purpose of this study is to look for the possibility of practicing environment education and thereby to make some suggestions for effective environment education in the field of English education, which doesn't seem to have a close relationship with environment education. This study first specified prospective contents of environment education by analyzing the Seventh National English Curriculum. Then, on the basis of them, the study explored how to practice environment education in the field of English education. Finally, for effective environment education, it made some suggestions and emphasized the importance of consistent efforts.

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Survey on the Korean Alternative School Teachers' Perception of Ecocentric Environmental Education (대안학교 교사의 생태중심주의 환경교육에 대한 인식 조사)

  • Kim, Young-Joo;Cha, Jeong-Ho;Cheong, Cheol;Lee, Jung-Ho
    • Hwankyungkyoyuk
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    • v.24 no.4
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    • pp.51-61
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    • 2011
  • In this study, the Korean alternative school teachers' perceptions of ecocentric environmental education were surveyed. A total of 80 teachers from 42 alternative schools across the nation answered to the survey. The results were as follows. Teachers were found to have a lot of interest in environmental issues and to practice some environmental actions inside and outside school. Over sixty percent teachers agreed with the ecocentric philosophy of environmental education. The most two important issues among 11 environmental education contents for teachers were "natural environment" and "environmental ethics". Teachers used and preferred "field work" for teaching environmental issues, and got teaching materials mostly from the internet. However, many of them were not satisfied with environmental activity in their schools because of their lack of professionalism. They had not enough experience of professional development for environmental education, and strongly wanted to learn about field work.

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A Review of Research Trends in School Environmental Education Focused on Journal of Korean Association for Environmental Education (학술지 "환경교육" 논문 분석을 통한 학교 환경교육 연구 동향 고찰)

  • Hwang, Se-Young;Seo, Eun-Jeong;Lee, Ri-Na;Hong, In-Young
    • Hwankyungkyoyuk
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    • v.25 no.2
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    • pp.224-241
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    • 2012
  • The purpose of this study was to review the research trends in school environmental education. We analyzed 383 research papers that specifically focused on the school context which were 66% of the total number (N=577) published in this journal between 1990~2011. We defined the characteristics of review and developed a review method by examining previous review studies in this area. The review framework for school environmental education research was devised in terms of seven research areas: 1) Theories and objectives of school environmental education, 2) Environmental awareness, attitude and behavior, 3) Current issues in environmental education in the school context, 4) Instructions and programs, 5) National Curriculum, 6) Environmental education contents, and 7) Teacher professionalism. In this paper, we present dominant features within each category with focus on the overall trends of research methods and themes. Finally, we discuss research issues emerging out of the empirical analysis for considering the value of research for enhancing the quality of environmental education in schools.

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