• Journal of the Korean earth science society
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• v.26 no.4
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• pp.358-364
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• 2005

This study was initiated to understand what students know, how they feel, and how they act in the perspectives of environmental literacy. This study takes it a very serious problem that there has been no data about Korean students’status of environmental literacy so far. Based on the correct diagnosis of Korean students’ environmental literacy, environmental education in Korea, including national curriculum, teaching materials and strategy, would take the right way. This study accepts Simmon (1995)’s framework of environmental literacy, consisting of 5 areas, environmental knowledge, skills, affect, and behavior, which is consistent with general goals of environmental education. This study analyzed the relationship between areas in environmental literacy and factors contributing to improving students’ environmental literacy. This study also checked which factors, including age, gender, parents’ schooling, environmental education in schools, and students’ science-related attributes, contributed to improving students’ environmental literacy. The results of this study will help science educators keep in mind how important it is to teach science from the perspectives of environmental literacy.

• Hwankyungkyoyuk
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• v.25 no.1
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• pp.66-76
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• 2012

The purpose of this study was to investigate the effects of and development of the STEAM-based on environmental programs to enhance environmental literacy of elementary school students. Through the questionnaires and the analysis of students' outcomes, the effects on literacy in both quality and quantity were verified. By applying the STEAM-based to environmental programs for enhancing environmental literacy to elementary students, the results of this study was as follows: First, its application was meaningful in that the level of $p$<.05 in point view of environmental literacy was a result of the pre-post test in the experiment group, which was made up of the 6th graders in the elementary school. Second, analysis of students' reflective journals showed that the participants' understanding, actions, and attitudes were positively affected by the programs in terms of environmental literacy. In conclusion, the STEAM-based on environmental programs for environmental education was very effective in enhancing environmental literacy.

• Journal of the Korean earth science society
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• v.25 no.3
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• pp.185-193
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• 2004

The purpose of this study is to explore high school students' environmental literacy and from its result, to suggest ways to reform environmental education. 1047 students from Seoul and Kyeongki province participated in the survey. The questionnaire consisted of four criteria of environmental literacy including knowledge, skill, attitude and behavior. The result was analyzed and the factors which affect high school students environmental literacy were explored. From this result, we made suggestions to improve environmental education as follows. First, environmental education in school should focus on knowledge criterion. Though school environmental education has been helpful for students to build environmental literacy in attitude and behavior criteria, its effect has not been good enough in knowledge criterion. Second, science education can enhance students' environmental literacy. Students who like science best and students who belong to science major classes were reported to possess better understanding in knowledge criterion. Also, students who like life science appeared to have a more positive attitude in environmental literacy. Third, informal education must be considered to form students' environmental literacy. In particular, the effect of mass media is inarguable. Thus, we should find a way to link formal education and informal education to improve environmental education. Fourth, high school students' interest in the environment must be encouraged since it is evident that higher interest would result in better outcome in environmental education.

• Hwankyungkyoyuk
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• v.23 no.1
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• pp.36-49
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• 2010

The purpose of this study was to investigate whether elementary school parents' environmental literacy varied according to independent variables, to verify specific variables that affected their environmental literacy, and to analyze the correlation between elementary school students' and their parents' environmental literacy. Twelve elementary schools in Seoul and Gyeonggi-Do were chosen for purposive sampling. 342 questionnaires were used for analysis among the 350 questionnaires collected during the study, and their environmental literacy was measured through 55 questions consisted of 12 items for knowledge category, 22 for attitude category, 5 for behavior category, and 3 for skills category with 16 demographic variables. Statistical analysis was conducted on each of the variables that make up environmental literacy through mean t-test, F-distribution, Scheffe test, and Pearson correlation. The results of this study were as follows. (1) there is the difference according to age and career in parent's actual environmental literacy, but there is no difference in geneder, birthplace, residential type, religion and income. The parents in forties scored significantly higher than parents in thirties in subdomains of environmental skill and environmental interest in environmental literacy. And the parents with bachelor's degree scored significantly higher than parents with at least a high school diploma in subdomains of ecological knowledge, knowledge on environmental problems & issue, environmental skill and environmental behavior. (2) the most influential media on parents' environmental literacy is TV, then newspaper, internet and book follow. (3) the correlation between environmental crisis and environmental interest is the highest, but the mainly negative correlation is analysed between knowledge subdomains and other subdomains. (4) there is the correlation between elementary school students' and their parents' environmental literacy.

• Hwankyungkyoyuk
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• v.17 no.1
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• pp.144-153
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• 2004

The purpose of this study was to investigate middle school student's environmental literacy level and variables that affect their environmental literacy. Of the students, 987 in 7th grade from big cities, medium sized cities and mountain areas participated in this study, and their environmental literacy was measured through 88 questions (27 items for knowledge, 27 items for attitude, 25 items for behavior, 9 items for skill) with 14 demographic variables. Forty-five minutes were given to answer the questions. Statistical analysis was conducted on each of the categories(knowledge, attitude, behavior, skill) that make up environmental literacy and factor analysis was also conducted to investigate variables that affect environmental literacy. Results indicated that the correlation between attitude and behavior is the strongest. Also, it was found that a demographic variable might affect one, two, or sometimes all categories of the environmental literacy. Especially students' perceptions, knowledge and attitude of science positively affect all categories of environmental literacy.

• Journal of Korean Elementary Science Education
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• v.33 no.1
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• pp.69-81
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• 2014

This study was to find out the effects of out-of-class environmental experience learning on elementary students' environmental literacy. For this study, we developed and applied environmental education program utilizing out-of-class facilities and ecological park for the 5th-grade students. The subjects of this study were the 5th grade students of an elementary school located in Si-hung city. The study was carried out for two groups, an experiment group of 29 students and control group of 29 students. The education program using out-of-class environmental experience learning was provided to the experiment group while lecture-oriented education program was provided to the control group. The questionnaire used in this study to assess the environmental literacy of the study objects consists of 41 questions under 4 domains (knowledge, emotion, skill, behavior). After observing and analyzing the effects of out-of-class environmental experience learning on students' environmental literacy, we found that the program using the out-of-class environmental experience learning posed greater impacts than lecture-oriented program. By domains, environmental literacy in 3 domains illustrated positive improvement. In particular, skill domain illustrated much more improvement in environmental literacy. But, domain of behavior didn't illustrated improvement in environmental literacy. The result of this study signified that the out-of-class environmental experience learning has positive and effective impact on the environmental literacy. And out-of-class environmental experience learning is more suitable to improve the skill domain of the environmental literacy than lecture-oriented learning. But, it is couldn't improve the domain of behavior. Therefore, in order to improve behavior domain, the program must apply with effective evaluation and home training.

• Journal of Korean Elementary Science Education
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• v.24 no.3
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• pp.310-320
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• 2005

The purpose of this study was to investigate young children's environmental literacy level and variables that affected their environmental literacy. Of the students, 969 in third grade from big cities, medium sized cities and rural areas participated in this study, and their environmental literacy was measured through 69 questions consisted of 24 items for knowledge, 22 for attitude, 16 for behavior, and 7 for skills with 13 demographic variables. Eighty minutes were given to answer the questions. Statistical analysis was conducted on each of the categories (knowledge, attitude, behavior, skill) that make up environmental literacy and multivariate analysis variance (MANOVA) was also conducted to investigate variables that affect environmental literacy. Results indicated that the correlation between attitude and behavior is the highest. Also, it was found that a demographic variable might affect one, two, or sometimes all categories of the environmental literacy.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.1
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• pp.153-165
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• 2023

This study investigates learners' environmental literacy, classifies the results by factors of environmental literacy, and then investigates the differences in the students' environmental behavior practice experiences according to the classification by factor. The study was conducted with 47 6th grade students from D elementary school located in P metropolitan city as the subject of final analysis, and environmental literacy questionnaires and environmental behavior practice experience questionnaires were used as the main data. As a result of the study, the learners were classified into three groups according to the factors of environmental literacy, and they were respectively named as the "High environmental literacy group", "low environmental literacy group", and "Low Function and Affectif group". A Word network was formed using the descriptions of environmental behavior practice experiences for each cluster, and a Degree Centrality Analysis was performed to visualize and then analyze. As a result of the analysis, "High environmental literacy group" was confirmed, 1) recognized the subjects of environmental action practice as individuals and families, 2) described his experience of environmental action practice in relation to all elements of environmental literacy, and had a relatively pessimistic view. "low environmental literacy group", and "Low Function and Affectif group" were confirmed 1) perceive the subject of environmental behavior practice as a relatively social problem, 2) the description of the experience of environmental behavior practice is relatively biased specific factors, and the "Low Function and Affectif group" is particularly focused on the knowledge element. And 3) it was confirmed that they were aware of climate change from a relatively optimistic perspective. Based on this conclusion, suggestions were made from the perspective of environmental education.

• Hwankyungkyoyuk
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• v.20 no.4
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• pp.39-50
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• 2007

The purpose of this paper is to development of the environment writing workbook to enhance environmental literacy of elementary school student. To achieve the purpose, the concrete paper processes are as follows. First, in order to development of the environment writing workbook to enhance environmental literacy, Writing of Environment Club students did various writing activities as an experiment. The environment writing workbook is developed using the students product feedback. Second, the environment writing workbook was used for the 5th graders in the elementary school for 10 weeks to see how the environment writing workbook would enhance the students' environmental literacy. The results of this paper are as follows. It's application was meaningful in the level of p<.05 in point of view of environmental literacy as a result of the pre-post test in the experiment group, who is one of the 5th grade classes in the elementary school. In conclusion, the environment writing workbook is very effective to enhance the seven parts of environmental literacy out of eleven. It is necessary because the environment writing helps to think of environmental issue deeply, learn about regional environmental problems, establish sound environment sense of value, give the opportunities to participate in activities.

• Journal of the Korean Society of Earth Science Education
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• v.5 no.1
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• pp.114-123
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• 2012

This study investigates the effect of environmental club activities of the creative experiential learning activities on the improvement of students' Environmental Literacy and Pro-environmental Behavior. For that purpose, This study divided 24 students at Jinhae U Elementary School into test groups of 12 students and Control groups of 12 students. Test groups participated in the 'GomGomi' environmental Club for sixteen times from March 2011 to December 2011. Conclusions of this study include; First, we found that the environmental club activities is effective to improve the students' environmental Literacy overall. Specifically, the Environmental Club Activities was effective in the sub-catagories of environmental Literacy such as 'rights of nature' and 'eco-crisis'. However, there was no significant change in the sub-category of 'human exemptionalism' Second, we found that the environmental club activities is effective to improve students' pro-environmental behavior overall. Specifically, the environmental club activities was effective in the sub-domains of Pro-environmental Behavior such as 'cognitive domain' and 'affective domain'. However, there was no significant change in the sub-domains of 'behavioral domain'. Summary, the environmental club activities was shown to be effective for improving their environmental literacy and pro-environmental behavior; This study implies that the environmental club activities of the creative experiential learning activities would be a effective tool to help students to improve their environmental literacy and pro-environmental behavior.