• Title, Summary, Keyword: environmental science textbook

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Analysis of Question and Sentence in High Environmental Science Textbook (고등학교 환경과학 교과서의 질문과 문장 내용 분석)

  • Lee, Bong-Hun;Moon, Seong-Bae;Moon, Jung-Dae
    • Journal of Environmental Science International
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    • v.6 no.3
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    • pp.213-218
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    • 1997
  • The question style In high school enoronmental science textbook was examined in terms of the placement, frequency, and type of question, and then analyzed the kind of scientific Inquiry process elicited by the question In the topic of textbook using the Tektbook guestioning Strategy Assessment Instrument (TQSAI). The average number of question per topic was only 0.6. The number of all Question In the high school enororunental science textbook was very little : the number of non-experiential Question was 8 and that of experiential one was 3. The total number of sentence was 1,236 and the ratio of the number of Question to that of sentence was 0.9% . The frequency of non-experlential question was higher than that of experiential one. In action part of the textbook, there were more kinds of Question styles than In the matin part.

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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.

A Study on the Substaintiality Program of Teaching Material on Environmental Impact Assessment - Comparative Study in Domestic and Foreign Teaching Materials - (환경영향평가 교재의 내실화 방안 - 국내외 도서의 비교검토를 통해 본 교재의 내실화 방안 -)

  • Kim, Im-Soon;Yang, Won-Ho;Choi, Won-Wook;Han, Sang-Wook
    • Journal of Environmental Impact Assessment
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    • v.11 no.3
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    • pp.205-221
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    • 2002
  • Environmental impact assessment (EIA) is a tool used in planning development strategies and projects, and its use has been adopted into planning regulations in a number of countries. EIA has progressed from the consideration of pollution assessment, through the wider range of ecological assessment. Now EIA is required to consider the textbook of university students. Students taking lesson on EIA textbook are generally majoring in a variety of subjects, including environmental engineering, environmental health, environmental science, city planning, civil engineering, public policy, economics, and applied earth sciences. However, substantiality program of teaching material on EIA textbook has not been studied at expert society in the meantime, though a number of EIA textbook have been published every year in Korea. In current study, we presented the point at issue and improvement method of teaching material of EIA for student using domestic and foreign teaching materials and papers.

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.

A Comparison of Questioning Styles in Middle School Environmeotology Textbook (중학교 환경 교과서의 질문방략)

  • Hur, Man-Kyu;Huh, Hong-Wook;Oh, Kwang-Joong
    • Journal of Environmental Science International
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    • v.6 no.2
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    • pp.107-112
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    • 1997
  • The purpose of this study was to examine the questioning styles in middle school environmentology textbook In terms of frequency, type, and placement of questions. It was also to analyse and to compare the kinds of scientific inquiry processes elicited by the questions in the topics of textbooks. The instrument was the Textbook Questing Strategies Assessment Instrument (TQSAI) developed the Cooperative Teacher Preparation Project, University of California. The average number of Questions per topic was only 1.09 and the ratio of questions to sentences was 2.5%. Most of questions were in explanatory place(75%). Nearly 90% of experienced questions types were reasoning or application. The frequencies of non-experiential question were higher than those of experiential question. In action, there were much kinds of question-styles.

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A Development and Application of the Environmental Education Text Book about the Asian Dust in the Elementary School (초등학교에서 황사에 관한 환경교육 교재의 개발과 적용)

  • Chun, Jong-Suk;Moon, Yun-Seob;Hur, Yong-Won
    • Hwankyungkyoyuk
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    • v.21 no.2
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    • pp.51-67
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    • 2008
  • The purpose of this study is to develop and applicate the elementary environmental textbook in order to solve its problem and to improve attitude related to the Asian dust. The results in this research are as follows. First, it was showed that three groups who composed of teachers, parents and students in the elementary school had recognized the serosities and problems caused by the Asian dust form TV, and that such problems was associated with increase of the desertification and the global warming. Especially the student group insist that the cause in Asian dust is due to the natural phenomena or industrialization. Second, as a result in analysis on the Asian dust through both textbooks on the 7th elementary curriculum and subsidiary textbooks, contents concerning Asian dusts was little or noting. In addition, in the subjects of Science, Society and Health for the 5th and 6th grade students in the elementary school, they were explained partially as one of the air pollutants. Third, the elementary environmental textbook on the Asian dust was developed for the 5th and 6th grade students. The textbook is composed of four contents on the material which is harmful of the human health and life in Asian dust, the special news of Asian dust, and the best answer to solve Asian dust as well as the cause and the source of Asian dust. Forth, as a result in classes using the environmental textbook developed by four themes about the Asian dust, its application is meaningful in the level of p value in the view of knowledge, awareness and attitude of the experiment group. They was more improved in 37%, 14%, and 15%, respectively, than the comparative group. In conclusion, the environmental textbook related to Asian dust will play an important role in useful tool to understand the right knowledge, awareness, and attitude which makes an effort on its effective management in the elementary school.

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중학교 환경 교과서의 내용 구성 방식의 분석

  • 장인영;구수정
    • Hwankyungkyoyuk
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    • v.10 no.2
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    • pp.133-144
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    • 1997
  • 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.

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The Effect of Field-Experience Learning Activites Program for the Integrated Textbook on the Environmental Attitude of Elementary School Students (통합교과적 체험 환경교육 프로그램이 초등학생의 환경태도에 미치는 영향)

  • Chang Hyoung-Joo;Shin Young-Joon
    • Journal of Korean Elementary Science Education
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    • v.24 no.5
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    • pp.495-503
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    • 2005
  • The purpose of this study was to analyze elementary school students' attitudes through field-experience teaming activities program for the integrated textbook on the environment issues. This study was conducted after implementing the field environmental education for fifth graders with the teaching-teaming plan applied to the field education and was based on the analysis of environment-related education for the fifth graders. A total of 64 elementary students, 32 in the experimental group and 342 in the control group, were involved in this study. The study used the instrument consisting of 36 Likert-type questions on attitudes toward environment. After going over the influences of the field environmental education program on the students, we found out the positive development in the pre-test and post-test, concerning all environmental themes, especially in the field of protection of animals, environmental pollution, and environment in general.

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A Comparative Analysis of Descriptions about the Acid Rain in the 10 year Science Textbooks according to the 7th Science Curriculum (7차 교육과정에 따른 10학년 과학교과서에 제시된 산성비 관련 내용 진술의 비교 분석)

  • Kong, Young-Tae;Kim, Sung-Kyu
    • Journal of Environmental Science International
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    • v.22 no.7
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    • pp.811-821
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    • 2013
  • A purpose of this study was to provide the helpful information about operation of revised science curriculum by analyzing many contents about acid rain with various aspects, which was written in science textbook of 10 year according to the 7th national curriculum. The results show that there was the lack of educational systemicity among elementary school, middle school, and high school science curriculum and the lack of explanation for occurrence and standard level of acid rain, pH 5.6. And It could be categorized the effect of acid rain into four groups and experiment or experiment activities into three groups.

The Organization and Tasks of 'Ecosystem & Environment' Subject In the 7th Curriculum for High School Students in Korea (제7차 교육과정의 고등학교 '생태와 환경'의 구성과 과제)

  • 이선경;최석진
    • Hwankyungkyoyuk
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    • v.11 no.2
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    • pp.26-39
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    • 1998
  • The ‘Ecosystem St Environment’ subject is included in the 7th revised curriculum for high schools in Korea, which ‘Environmental Science’ subject in the 6th curriculum was changed to. The 6th curriculum was announced in 1992 and has been applied till now, and the 7th revised curriculum was announced in the late of 1997 and will start to be applied in school education from 2001. The ‘Ecosystem & Environment’ subject is an integrated subject for liberal arts and science, which deals with environmental problems with approaches of natural science and social science. Its significance lies in understanding and solving environmental problems, and thus improving the quality of human life. And it is aimed to achieve the goal of environmental education in connection with ‘Environment’ subject in middle schools, which is one of the three optional subjects. This subject consists of six domains: human being and environment, ecosystem and environment, environmental pollution, global environmental problems & their measures, environment and society, and environmental preservation. Compared with ‘Environmental Science’ in the 6th curriculum, in this subject less emphasis is put on environmental technological approach and more emphasis is put on environmental ethics and environmental social approach. On the contrary, one unsatisfactory point is as the following: locally integrated solutions of environmental problems are omitted: the organization of the textbook is more or less sporadical and sometimes overlapping; practical solutions are not concrete in writing the textbook and teaching it. The ‘Ecosystem & Environment’ subject which has been organized with new contents according to the 7th revised curriculum for high schools will be successful in achieving the given goal only when a lot of high schools select this subject and are taught effectively.

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