http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
물환경 체험 및 탐구 활동에서 수질오염지표로서 전기전도도(EC) 혹은 총용존고형물질(TDS)의 활용에 대한 고찰
안삼영,Ahn, Samyoung 한국환경과학회 2022 한국환경과학회지 Vol.31 No.4
Electrical Conductivity (EC) or Total Dissolved Solids (TDS) has been often used to evaluate the water quality in some water education program for children and youth. This study attempted to find out whether EC (or TDS) can be used as a water pollution criteria in water education program. To clarify it, we used the water analysis data of July 2019 and January 2020 from Water Environment Information System. Data from 332 points in Han-river were used to investigate correlation between the parameters, such as BOD, COD, TN, TP vs EC. Correlation(r) for all data of BOD vs. EC was 0.347 for July 2019 and 0.483 for January 2020. No correlation was observed for BOD Ia and BOD Ib for July 2019 (r=-0.041, -0.030, respectively) and BOD Ia for January 2020 (r=0.041). Better correlation for all data of COD vs. EC was obtained (r=0.543 for July 2019 and r=0.610 for January 2020). However, no correlation was observed for COD Ia for January 2020. High vlaue of EC or TDS does not always mean water pollution, especially for clean water environment. Thus, EC (or TDS) alone can not be used as a water pollution criteria.
중학교의 학교 쓰레기 관리 현황 및 중학생들의 학교 쓰레기에 대한 인식과 교육 경험
안삼영,김대희,이은지,문영빈 한국환경교육학회 2020 環境 敎育 Vol.33 No.2
This study was conducted to obtain baseline information about school waste management practices and school waste education among teachers and students in middle school. 458 students were surveyed from three middle schools and 46 school teachers from 46 schools. According to the survey, only 28% of the students thought that the recyclable school waste was properly separated in classroom. A major reason they indicated for the low rate of waste separation was the lack of willingness and behavior on the part of the students. Another reason was the lack of available recycling bins for waste separation, with about ca. 40% of classrooms not having them available. Student’s demand for education on proper school waste separation practices was high, however, and 43% of the students reported having received relevant education in school. Only 14% of the students had the opportunity to visit waste treatment facilities, such as recycling center, landfill, and incinerator. Students indicated Social Studies and Home Economics as the first and second subject in which they learned about waste issues. In most cases, school waste is handled by waste cleaning companies, which may explain the low level of knowledge held by teachers and students on school waste management. Teachers think that school waste education is necessary. However, they are reluctant to use school waste as educational materials for the waste education program due to the difficulties in developing teaching materials and methods which are incorporated to their own subjects. 매년 조사하는 국민 환경의식조사에서 쓰레기는 국민들의 최대 관심사 중 하나이다. 하지만 정작 학교에서 발생하는 쓰레기 관리와 이에 대한 학생들의 인식과 쓰레기 교육 경험에 대한 연구는 없었다. 본 연구에서는 중학생의 쓰레기에 대한 인식과 교육경험, 학교 쓰레기의 관리 실태, 교사들의 인식 등을 조사함으로써, 학교 쓰레기 교육에 대한 현황을 파악하고자 하였다. 연구목적을 달성하기 위하여 중학교 3학년 458명과 46개 학교에 대해 학교당 1인의 교사를 대상으로 설문을 실시하였다. 연구결과는 다음과 같다. 첫째, 학교 쓰레기의 분리배출이 잘된다고 답한 학생은 28%에 불과하며, 분리배출을 안하는 이유로 귀찮아서라고 답한 비율이 64%로 학생들의 쓰레기 분리배출에 대한 인식이 부족함을 알 수 있었다. 쓰레기 분리배출통이 구비되어 있지 않은 경우도 40%에 달하였다. 둘째, 쓰레기 교육에 대한 요구도는 매우 높게 나타났지만, 학생들은 학교에서 쓰레기에 대한 교육을 충분히 받지 못하고 있었으며, 체험학습 경험은 더 부족하였다. 셋째, 학생들은 주로 사회 과목과 기술․가정 과목에서 쓰레기에 대한 교육을 받는 반면, 일반적으로 관련성이 높다고 알려진 과학과목은 후순위에 있었다. 넷째, 조사대상 학교 대부분에서는 쓰레기를 수거업체가 관리하고, 교사나 학생들은 학교 쓰레기의 처리에 대해 잘 알지 못하였다. 다섯째, 교사들은 쓰레기 분리배출 지도가 필요하다고 하면서도 담당하는 교과시간에 학교 쓰레기를 활용한 환경교육에는 매우 소극적인 것으로 나타났다. 환경교과뿐 아니라, 다양한 교과에서 학교 쓰레기를 교육적으로 활용할 수 있는 교육 지도안 및 프로그램의 개발이 필요하다.
환경 친화적 학용품 사용에 관한 초등학생의 인식조사 및 환경교육프로그램의 개발
안삼영,김대희,김도희,김정렬,조계정 한국환경교육학회 2006 環境 敎育 Vol.19 No.2
School is an excellent place for children to learn environment-conscious behavior and for teachers to bring up environmental education. School has a plenty of teaching materials such as school building, pond, school forest, waste and school supplies. Especially, the environmental education for and with school supplies can be very effective, as it is mostly the first products for children to learn the buying and consumption in their daily life.In this study we conducted a survey on the environmental attitude of two groups of 5th graders towards environmentally friendly school supplies. The experimental group received environmental education on school supplies and the control group did not. The survey results showed that almost 50% of the children did not consider the environmental impact, but rather the price, design and function when buying the school supplies. However, more than 70% of children were willing to use the recycled school products, implying that they are aware of environmental issues and want to contribute to the