• Title, Summary, Keyword: environmental science textbook

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A Qualitative Approach for using '99 Korean Top Ten Pieces of News of the Environmental Field in the Environmental Issue Education (99년 한국의 10대 환경 뉴스'의 환경 쟁점 수업에의 활용 가능성 고찰)

  • 구수정;김영신;박윤복
    • Hwankyungkyoyuk
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    • v.13 no.2
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    • pp.24-37
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    • 2000
  • Korean civil and environmental organizations had selected and announced ‘The top ten pieces of news in the environmental field of the year’ on Dec. 2, 1999. This study investigated the possibilities that these could be used as subject matters of environmental curriculum and infused into the environmental textbook of secondary schools, referring to documents and internet materials. The top ten pieces of environmental news could be clarified as controversial topics. The locality was analyzed that 2 pieces occurred mainly in a specific area, 4 pieces in several areas and 4 pieces around all over the country. Most of them had the opposing partners as the federal and local governmental vs. civil organizations and people. Each of them could be used as subject matters for 7 to 13 contents domains of the 6th and 7th Korean environmental curriculum. The knowledge of most of them had related counterpart concepts to be infused into the ‘Environmental Science’textbook for the high school students. The results suggested that more concerns and efforts are needed to deal and use these controversial issues as real world problems of Korea in the environmental education practices

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An analysis and their improvement plan on the inquiry activity contents presented at a chapter on natural environment and our lives in science textbook of Middle school investigated in viewpoints of environmental education (환경교육 차원에서 검토된 중학교 과학 자연환경과 우리 생활 단원의 탐구활동 내용에 대한 분석 및 그 개선방안)

  • 이창석
    • Proceedings of the Korean Society for Environmental Edudation Conference
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    • pp.79-85
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    • 2002
  • Inquiry activity contents presented at a chapter on natural environment and our lives in 6 science textbooks of the middle school were analyzed based on kinds of the inquiry Loaming classified by textbook. The number of inquiry activity subjects showed severe variation as mean value was 8.3${\times}$3.7 ranged from 4 to 15. Moreover, textbooks had little common point among each other as the percentage of subjects appeared together in the textbooks more than 3 kinds, 50% of total ones investigated, was just 26.3%. Data interpretation occupied significant position in the inquiry activity as 42% of total activity contents, whereas observation and experiment (or survey) did slight part of the activity as 10% and 16%, respectively even though they are main factors of science education. A model for field education based on the reasonable common subjects was prepared in the Gildong ecological park located In the eastern fringe of Seoul as a plan in order to solve the problems.

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Analysis of Characteristics of Material-Centered Integrated Unit in Finland Elementary Science Textbook (핀란드 초등 과학 교과서의 소재중심 통합단원 분석)

  • Chae, HeeIn;Noh, SukGoo;Lee, SoYoung
    • Journal of Korean Elementary Science Education
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    • v.35 no.1
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    • pp.26-38
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    • 2016
  • The purpose of this study was to grasp the characteristics of composition regarding the material-centered integrated unit of environmental and natural studies, a science subject in Finland, to investigate a need for applying the material-centered integrated unit to the science curriculum of Korea. For the purpose, the study made an analysis on contents, inquiry activities, and visual materials (the most important in the elementary science curriculum and textbook composition), and it brought following results: First, as a result of analyzing the area of contents, the bicycle material-centered integrated unit comprised a large proportion of 44 pages (25.3%) of the whole 174 pages from the environmental and natural studies textbook for the third grade. The contents included such various concepts as traffic rules, safety, environmental protection and pollution, recycling and separate collection, tubes and triangular structures, wedges and screws, leverage, wheels, axles, gears, elasticity (spring), friction, and so on. Second, as a result of analyzing contents related to the thinking ability of inquiry activities, "expecting or confirming expectations" and "application" are included in every lesson, and one lesson is composed in such a way that students can study on bicycles as a practical material for their daily life and they can improve various thinking abilities. Third, as a result of analyzing the circumstances of inquiry activities, daily circumstances made up eight lessons (80.0%) and technical and social circumstances made up two lessons (20.0%) by focusing on bicycles, a material related to students' daily life. Fourth, as a result of analyzing visual materials, the percentage of pictures and photos was high at 53.4% and 45.2% respectively. As a result of analyzing the role of visual materials, the percentage of the illustrative role and explanatory-complementary role was high at 52.1% and 47.9% respectively. Lastly, as a result of analyzing from the epistemological view to interpret the relation between visual materials and students and the position of visual materials, the visual textbook materials were provided toward a way that students can decrease their feeling of epistemological separation in the three fields of ideational metafunction, interpersonal metafunction, and textual metafunction.

Analysis of Correlation between Students' Cognitive Level and Cognitive Demand of Activities in 'Mirror and Shadow' Unit ('거울과 그림자' 단원 수업 활동의 인지요구도와 학생의 인지수준과의 관계 분석)

  • Lee, Doyi;Jhun, Youngseok
    • Journal of Korean Elementary Science Education
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    • v.37 no.3
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    • pp.285-295
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    • 2018
  • The purpose of this study is comparing cognitive development of elementary $4^{th}$ graders and cognitive demand of activities in lesson 'The mirror and the shadow.' Also, the researchers tried to reveal how cognitive development of elementary $4^{th}$ graders and cognitive demand of textbook activities affects the achievement of students. To study students' cognitive development, the researchers use GALT(Group Assessment of Logical Thinking). Piaget's scientific thinking is used to evaluate cognitive demand of textbook activities. With several experts in science education the researchers discussed which scientific thinking is contained in each activities. The results were followed as : (1) The third of activities are significantly affected by students' cognitive development. (2) The another third of activities are influenced by not only students' cognitive development but also other factors experimental instrument. (3) The environmental factors had meaningful impact on the other third of activities.

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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A Study on the Elementary School Teachers Perception of the Subjects of Environment-related Education in Science and of Their Instructional Methods (초등교사의 과학과 환경 교육에 대한 수업실태 분석 및 인식도)

  • 조태호;서승조;백남권;김성규;박강은;박원석
    • Journal of Environmental Science International
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    • v.11 no.7
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    • pp.611-620
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    • 2002
  • The purpose of this study was to analyze the elementary school teachers'perception toward the environment-related subjects in science education and to investigate their instructional methods in delivering the subjects in the classroom. The participants of this study were 300 elementary school teachers sampled from elementary schools in Kyung Nam Province. The findings of this study were as follows; First, more than half of the teachers surveyed showed that the environment-related units and contents in the science textbook were insufficient to the existing issues. Second, the large portion of teachers responded that the teaching materials in the textbook were insufficient to deliver the contents. Third, the largest portion of respondents replied that their preferred instructional method was a teacher-directed instruction followed by a case study approach. Fourth, in terms of the effectiveness of environmental education, both male and female teachers showed negative responses. Furthermore, male teachers were more negative than female teachers. Fifth, total means of their preference of the environment-related units was 3.13. The unit for sixth graders titled`Environmental Pollution and Protecting Nature'showed the highest preference, whereas the unit for fifth graders titled`Structure and Functions of Plants'showed the lowest preference. Sixth, there was no statistically significance in gender and their working areas. Seventh, there was statistically significant differences between male and female teachers in terms of teaching experience. In detail, the teachers with 5 to 9 teaching experience showed the lowest scores, while the teacher with more than 15 years teaching experience showed the highest scores in their perception of the units. Eighth, there was a significant difference between two groups in terms of their educational background. For example, two-year college graduates showed higher preference than four-year college graduates.

The Current Status of Forest Education in K-10 School Levels and Recommendations for the Future Innovative Approach (유치원과 초.중등학교 교과서 내 산림 교육 현황 및 개선 방안)

  • Lee, Jae-Young;Jeon, Jeong-Il;Chu, Hyung-Seon;Gwak, Jung-Nan;Cho, Kyoung-Jun;Park, Hyo-In;Cho, Chan-Hee;Parks, Jung-Soon;Hwang, Eun-Sil;Ryu, Mi
    • Hwankyungkyoyuk
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    • v.23 no.1
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    • pp.13-26
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    • 2010
  • As an effort to realize the results of last two years of study, this study had three distinguished purposes: 1) confirming whether some requests for corrections had been accepted or not 2) making a list of possible errors found in newly written textbooks and asking to fix them, and 3) classifying forest related contents identified in the textbooks according to the 150 topics included in information material, so called Forest IQ 200. Among 94 errors associated trees, forest or forest education, only thirteen of them were found to be fixed according to the request made in previous study of 2008. Especially, most of the fixed errors were identified to be in natural and social science subject textbooks and nothing was found in art and language areas. Total of 1,320 forest related items were found in the textbooks at the level of kindergarten to 10th grade(freshman in highschool). Korean student was expect to have a chance to learn forest related items 1.64 times a week for 10 years(First to 10th grade). Analyzing 1,109 contents in terms of four topic areas of forest education, the forest culture area was found to have most content of 348 including painting and recreation. Some suggestions were made to make school forest education better, and publishing the forest textbook for elementary schools was one of them.

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A Study on Field Trip of Specific-Region Environment -Focus on 'Geological Unit' of Elementary Science- (특이 지역 환경에 대한 야외 학습 연구 -초등과학 지질 영역을 중심으로-)

  • Hong, Seung-Ho
    • Hwankyungkyoyuk
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    • v.21 no.3
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    • pp.1-12
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    • 2008
  • This study is aimed at suggesting ways to develop field trip or learning materials focusing on environment of Jeju seashore in order to make an effective field trip. To perform these purposes, the contents and concepts were analyzed from environment-related 'geological unit' of elementary science textbook. Afterwards, the places having the geological features in coincidence with them are chosen, and investigated, and these regions can develop into geological teaming places for field trip. Each teaming spot focuses on understanding and finding out the characteristic geological environment of rock shore, gravel shore, sand shore, shellfish shore, and tideland shore among Jeju shores. When field trip is conducted at the preparatory stage, students can get advance knowledge on geological concepts from textbook. The activity record paper is presented at the field trip stage where students observe geological phenomena on their own. After field trip is finished, the summary stage is given to solve some problems on the basis of the observed contents. The developed data from this research have its regional limits, but is surely useful for teachers who try to plan field trip when they especially choose the right field trip spots, or plan to make the process for field trip preparation of the environmental education. Furthermore, with this survey and activities, students can take the chance to improve the learning effect through their own experience on environment of Jeju seashore.

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The Differences In Knowledges Activated inLaboratory and Earth Environmental Contexts (실험실맥락과 지구환경맥락의 문제해결에서 활성화되는 지식의 차이)

  • Lee, Myeong-Je;Kim, Chan-Jong;Choe, Seung-Eon
    • Journal of The Korean Association For Science Education
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    • v.13 no.2
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    • pp.257-271
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    • 1993
  • Four science concepts were selected from high school earth science textbook to investigate the differences in students knowledges activated in laboratory and earth environmemtal contexts. Two items, one is for laboratory and the other for earth environmental contexts, were develped for each selected concept. Students' responses were analyzed in terms of 'Common Activated Knowledges' (CAK), 'Specific Activated Knowledges'(SAK) across students' cognitive frames, grades and sexes. As contextual differences of the problems increased, gender contributed more than other variables to the frequencies of activating CAK and SAK. Context effects were also reported across cognitive frames for CAK, but SAK became more avtivated when the contextual differences of the items become smaller. As a whole, students with laboratory cognitive frames showed more significant context effects than others. Students in 11th grade, with scientific frames and with earth science cognitive frames showed relatively small context effects. The results of the study showed that sciene concepts learned in a laboratory context are not usually transferred spontaneously to earth environmental contexts. Special instructional strategies should developed to overcome the context effects.

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Differences in priorities of high school students' knowledge activated in laboratory and earth environmental contexts (고등학교 학생들의 문제해결에서 맥락에 따라 활성화되는 지식의 우선순위차이)

  • Lee, Myoeng-Jee
    • Journal of The Korean Association For Science Education
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    • v.14 no.3
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    • pp.304-311
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    • 1994
  • Four science concepts were selected from high school science textbook to investigate the differences in priorities of students knowledge activated during solving earth science problems in laboratory and earth science environmental contexts. Two items, one for laboratory context and the other for earth environmental context, were developed for earth selected concept The subjects were constituted of 192 students in 11th grade and 196 in 12th grade in one senior high school. Students' responses were categorized using graph models and analyzed in terms of 'Common Activated Knowledge'(CAK). and 'Specific Activated Knowledge'(SAK) across students' cognitive frames, grades, and sex. As contextual differences of the problems increased, context effects in priorities of CAK were reported in favor of laboratory context, on the contrary those of SAK in favor of earth environmental context. Context effects were reported across cognitive frames, especially students with laboratory cognitive frames showed more significant context effects than others. Lower graders and girls showed relatively large context effects. The results of this study showed that science concepts learned in a laboratory context are not easily transferred to earth environmental context. Therefore, special instructional strategies should be developed to overcome the context effect s according to activated knowledges with high priorities in laboratory and earth environmental context.

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