환경 교사의 교과내용적용지식에 관한 연구

조성화(Seonghoa Cho),최돈형(Don-Hyung Choi) 한국환경교육학회 2012 環境 敎育 Vol.25 No.3

This study was conducted on the purpose of providing environment teachers with the ways to improve PCK. Education immensely depends on teachers capability. In that sense, the study on the competence of environmental teacher is also significant in environmental education, since their ability determines its quality. As a result of the interviews and discussions on the principles with 15 environmental teachers, 5 categories of knowledge of subject matter that environmental teachers should have has been drawn out. What has been drawn is restructuring of the content, having ability to deal with timeliness-mattered issues, selecting the content suitable to learners needs, choosing the content relevant to learners local environment, and differentiating the content from the other subjects. Overall, knowledge of subject matter that environmental teacher should acquire was divided into two categories such as knowledge overlapped with other subjects as well as knowledge for environmental teachers only. We believe that the characteristics of knowledge of subject matter discussed in this paper is what environment teachers should have when environmental education focuses on a separate subject. Moreover, I think it is necessary to discuss how to encourage them to have such contents in the course of environment teachers education.

한국 환경교육 현황 조사 연구

조성화(Seonghoa Cho),김문옥(Moon-ok Kim) 한국환경교육학회 2018 環境 敎育 Vol.31 No.4

본 연구는 한국 환경교육 현황 중 법, 계획, 조직, 예산 등 정책 관련 현황을 파악하는 것을 목적으로 한다. 이를 위한 연구 문제는 “환경교육 관련법과 조례 등이 체계적으로 제정되어 이행되고 있는가?, 환경교육 종합계획은 적절하게 이행되고 있는가?, 환경교육 전담조직이 중추적인 역할을 하고 있는가?, 환경교육에 관한 소통이 원활한가?, 환경교육 예산은 적정한가?” 등 5가지이다. 환경교육 관련법(조례)은 17개 지자체 모두에 만들어져 있어서 기본적인 체계가 마련되어 있다. 하지만 법 조항에 따른 이행에 있어서는 다소 한계가 있다. 환경교육 종합계획 역시 17개 광역 지자체 모두에 수립이 되어 있지만, 계획에 따른 이행 정도를 평가하는 과정이 부족하고, 사업에 따른 예산 확보 방안 마련이 미흡하다. 환경교육 전담조직의 경우 국가 수준에서 환경교육팀이 있고, 지자체에는 경기도에만 환경교육팀이 운영되고 있다. 환경교육이 보다 활성화되기 위해서는 환경교육 전담 조직의 확대가 필요하다. 환경교육 관련 소통은 가장 중요한 국가환경교육위원회 구성과 운영이 되지못하고 있는 점이 문제이며, 환경교육 예산은 국가 예산은 유지되고 있고, 지자체 예산은 증가하고 있는 것으로 나타났다. The purpose of this study is to understand the environmental education policy part (law, master plan, organization, budget, and so on. The question of research for the study is Are environmental education laws and regulations systematically enacted and implemented? Is the environmental education master plan properly implemented, Does the environmental education dedicated organization play a pivotal role, Is communication well in environmental education? Is environmental education budget appropriate?. Since environmental education laws are made in all 17 local governments, there is a basic system. However, there is a limit to the implementation in accordance with the provisions of the law. The comprehensive environmental education plan is also established in all 17 local governments, but it lacks the process of assessing the degree of implementation according to the plan. In addition, there is a lack of ways to secure budgets for projects. In the case of a dedicated organization for environmental education, there is an environmental education team at the national level. In the local governments, the environmental education team is operated only in Gyeonggi Province. In order for environmental education to become more active, it is necessary to expand the organization dedicated to environmental education. The problem is that the communication related to environmental education is not organized and operated by the National Environmental Education Committee. The budget for environmental education has been maintained in the state budget, and the budget for the local government has been gradually increasing.

DESD 기간의 시ㆍ도교육청 교육정책의 ESD 반영도 분석 연구

장소영(So Young Jang),조성화(Seonghoa Cho),남영숙(Young Sook Nam) 한국환경교육학회 2014 環境 敎育 Vol.27 No.1

The purpose of this research is to analyze the Education for Sustainable Development (ESD) under the Metropolitan and Provincial Office of Education (MPOE)’s education policy according to the terms of UNDESD. There are two specific purposes for this research. First, this research synthesizes a result of reflection to ESD from M.P.O.E’s policy by year. Second the research analyzes the detail contents of ESD from the MPOE’s policy by year. Subject years of research are 2009 and 2013 for the office of education’s policy in Seoul and Gyeonggi-do. This research was done through methods of investigation and literature study. The study results are as follows. First, comparing 2009 and 2013, both of Seoul and Gyeonggi-do’s ratio of relevance to the ESD policy increased by 15%p and 23.7%p respectively. Second, the followings are detail contents of ESD from the MPOE’s policy by year. The result of Seoul and Gyeonggi-do’s tasks of ESD’s contents indicated a decrease of 9.2% between 2009 (82.6%) and 2013 (71.2%). The main reason of this decrease is the reduced priority of education welfare in Seoul and Gyeonggi-do during this period. The management indicator for tasks of ESD increased by 8.6% between 2009 (16.8%) and 2013 (27.9%). Main reason for this increase was the improved networking and cooperation of local Society. The outcome indicator for 2009 and 2013’s analysis was not found.

환경교육 용어 사전 편찬 기획 연구

김남수(Namsoo Kim),조성화(Seonghoa Cho),황세영(Seyoung Hwang),현명주(Myeongju Hyeon) 한국환경교육학회 2016 環境 敎育 Vol.29 No.1

이 연구는 2009년에 실시된 기초 연구를 바탕으로 한국 환경교육 용어 사전의 편찬을 위한 실행 계획을 마련하고자 수행되었다. 이 프로젝트는 1) 기초 연구에 대한 검토와 보완, 2) 용어 목록 업데이트, 3) 유사 사전 검토, 4) 의견 수렴과 결과 반영, 5) 견본 원고 작성과 검토 및 절차 계획 및 시범 진행, 6) 용어 사전 집필 요령과 편찬 절차 계획 작성 및 제안 등으로 구성되었다. 우선 2009년 기획연구(2009)의 원칙들을 재확인하고, 이 연구에서는 의견 수렴과 용어 목록 업데이트에 초점을 두고자 하였다. 최근 환경교육 분야 연구물에 대한 검토를 기반으로 143개의 키워드를 추출하였으며, 의견 수렴 결과를 반영하여 128개의 목록을 제시하였다. 이 논문은 각 과정에 대한 소개와 결과를 기술하고, 각 단계에서 제시된 여러 쟁점에 대하여 논의하였다. The purpose of this study was to design an action plan for the Korean environmental education lexicon, based on previous work conducted in 2009. The project proceeded as follows: (1) a baseline study of the list of key words and principles for writing, (2) an update of the list of key words, (3) an actual opinion-gathering process, (4) a review of the opinions and a revision based on the review, (5) samples of writing, and (6) a final decision regarding the procedures for publication and dissemination. In the process, the principles suggested by the previous study for Korean EE lexicon were reaffirmed, and the current project focused on opinion-gathering and an updated list of the key words. Initially, 143 key words were included as a result of the review, then the number was reduced to 128 after expert consultation. The current paper reports these processes in detail and seeks the consultation of the scholarship in this field.

환경이야기 창작 활동 프로그램 개발 및 적용

김경희(Kyung-Hee Kim),조성화(Seonghoa Cho),최돈형(Don-Hyung Choi) 한국환경교육학회 2012 環境 敎育 Vol.25 No.4

In this study, we developed a creative program on the environmental story writing for fostering the fifth graders environmental literacy, and also applied it. The subjects of this study were the fifth graders of two classes in B elementary school located in Dae-Gu Metropolitan City. The experimental group was a class utilizing the creative education program for environmental story writing, made up of 24 units during self-development activities; whereas the control group followed a general curriculum. To gather data for pre and post comparison, an environmental literacy evaluation tool, initiated by the research of Jeong and Seo(2008), was modified and applied to the academic standards of the students. The results of this study are as follows: The outcome of the class using this program was distinctively positive in knowledge, emotion, function and action towards the environment compared to the control group, thus, indicating that general environmental literacy has been improved. Therefore, the creative education program for Environmental Story Writing displays a positive influence on the environmental literacy of fifth graders. So, the creative environmental writing class is an effective option of improving environmental literacy within an environmental education program at elementary schools while further in-depth research and studies of teaching?learning are needed for environment education.

중등학교 녹색성장교육 실태조사 연구

최돈형(Don-Hyung Choi),조성화(Seonghoa Cho),김찬국(Chankook Kim),정원영(Won-Young Jung),안재정(Jae-Jung Ahn) 한국환경교육학회 2013 環境 敎育 Vol.26 No.2

The purpose of this study was to investigate current state of Green Growth education (GGE) in secondary schools. With the new national vision of ‘Low-Carbon Green Growth’, GGE has been implemented in many ways at elementary and secondary levels. In this study, ‘Green Growth education’ means the education at formal schools based on the Low-carbon Green Growth Act and it can take multidisciplinary or interdisciplinary approaches. Meanwhile the ‘Environment and Green Growth education’ means specifically the education through stand-alone subjects of ‘Environment and Green Growth’ or ‘Environment’ in secondary schools. The results of this study are as follows. This study investigated the selection rate of ‘Environment’ and ‘Environment and Green Growth’ subjects for GGE based on a school survey and teacher interviews. Among 5,435 secondary schools, 547 schools reported that the ‘Environment’ or ‘Environment and Green Growth’ subjects are taught, as of 2012. The number of schools with environmental subjects has changed 563 (10.4%) in 2010, 599 (11%) in 2011, and 547 (10.1%) in 2012. Among 547 schools which teach the ‘Environment’ or ‘Environment and Green Growth’ subjects in 2012, only 123 schools have teachers with professional environmental teacher certificate. Based on the results, this study provides several recommendations for GGE: expanding professional development programs for teachers, incorporating the implementation of GGE into evaluation of schools or Provincial Offices of Education, encouraging schools and Provincial Offices of Education to select implement the ‘Environment’ or ‘Environment and Green Growth’ subjects and so on.

2007 및 2009 개정 초등학교 과학과 교육과정에 제시된 지속가능발전교육 관련 내용 분석

임옥기(Ok Ki Lim),조성화(Seonghoa Cho),김효남(Hyo Nam Kim) 한국환경교육학회 2013 環境 敎育 Vol.26 No.4

This study is to analyze the contents of education for sustainable development according to the 2007 and 2009 revised elementary school science curriculum. To achieve this, analyses criteria were used based on those of the study by Oh, Yoon Jeong and Choi, Kyung Hee (2012). The results of this study showed as follows. First, compared to the contents of the 2007 revised elementary school science curriculum, those of the 2009 revised elementary school science curriculum were decreased. Second, the contents of education for sustainable development were excessively concentrated on the partial areas of science curriculum and analyses criteria. Third, the contents of education for sustainable development which were proposed in the elementary school science curriculum were mostly present in the single section as a single criterion. As the result of analyses, in order to systematize and develop the practical education for sustainable development suitable for elementary school science curriculum, this study suggests that the contents of education for sustainable development in the elementary school science curriculum need to be connected to the diverse areas in the science curriculum and several grades and specifically stated in the next curriculum revision.

학교 밖 청소년을 위한 지속가능발전교육 프로그램 개발

황세영(Seyoung Hwang),조성화(Seonghoa Cho) 한국환경교육학회 2017 環境 敎育 Vol.30 No.2

본 연구의 목적은 학교 밖 청소년을 위한 지속가능발전교육 프로그램을 개발하는 데 있다. 이를 위해 우선 학교 밖 청소년을 위한 교육프로그램과 관련된 선행 연구를 검토하고, 실제 프로그램 운영 현황을 파악하며, 다음으로 학교 밖 청소년 기관 전문가 의견 조사를 통해 프로그램에 대한 수요를 파악하였다. 이러한 절차를 거쳐 전체 5개의 모듈, 총 20시간으로 구성된 프로그램을 1차로 개발하였으며, 전문가 자문 의견을 바탕으로 수정한 후 학교 밖 청소년을 대상으로 시범 적용되었다. 프로그램의 주제는 “내 물건으로 보는 세상”, “동네 한 바퀴”, “편의점의 가치”, “모두를 위한 DIY”, “미래를 위한 경매”이다. 이후 프로그램 적용 결과 및 만족도 조사 결과를 반영하여 프로그램을 최종 수정하고, 활용도를 높이기 위해 도움자료 및 교구를 함께 개발하였다. 마지막으로 본 연구에서는 향후 학교 밖 청소년을 위한 ESD 프로그램의 확산 방안 등에 대해 논의하였다. The aim of this study is to develop an education for sustainable development (ESD) program for youth school dropouts. To do so, we conducted a literature review on the educational programs for dropped-out youth in the context of current policy in Korea, and then identified educational demands through interviews with experts in related fields. Through these steps, we developed an initial version of the program consisting of five modules and twenty hours. This version was then revised by reflecting an external expert review, and the revised program was piloted with youth school dropouts. The program consists of five modules, a total of twenty hours including “The world through my eyes,” “Strolling in my neighborhood”, “Values of the convenience store,” “Do-It-Yourself for All,” and “Auction for the future.” Based on the pilot study and participants’ surveys, a finalized program was developed along with teaching materials and aids. Finally, the study discussed ways of expanding ESD programs for youth school dropouts.

‘환경과’ 교육의 정체성에 관한 연구

안재정(Jae-Jung Ahn),최돈형(Don-Hyung Choi),조성화(Seonghoa Cho) 한국환경교육학회 2013 環境 敎育 Vol.26 No.3

Environmental Education in Korea has been three decades since the education was chosen in the 4th Course of Study in 1981. Although much time has passed since then, environmental education is not yet rooted in the school in terms of curriculum as an independent course. Accordingly, in order to take roots in the school, it is necessary for environmental education to have peculiar units and also prove the importance in the school education. The purpose of the study is to inquire into the identity of Environmental Education with the interdisciplinary approach, which is based on the study on environmental education. This study course is comprised of six subjects including Social Studies, Science, Moral Education, Technology and Industry, Home Economics, Physical Education and Environmental Education as a Subject. This study is intended for nine teachers who have experience and expertise in each subject as well as researchers in order to analyze the curriculum and reflects further details and some changes in the process of persistingly updating tasks using analysis instruments. The units of objectives of environmental education are composed of five units including awareness, knowledge, attitude, skill, and participation. Although decentralized environmental education deals with the objective of environmental education in part, the education has a limitation since it lacks of participation and practice, which are the ultimate goal of environmental education. The units of substance of environmental education are composed of six units including Environmental Ethics and View, Natural System, Human System, Resources and Energy, Environmental Problems and Pollution and Environmental Conservation and Measures. Environmental Education includes the contents of environmental education in general and also deals with the sequence and hierarchy between each contents. On top of it, it emphasizes an independent environmental education and environmental ethics, or view comparing with other subjects. The units of peculiarity of environmental education are made up of nine units including Action oriented, Experiential, Continuous, Historic, Universally view, Holistic, Issue oriented, Inter-discipline, Learner focused. Environmental Education contains more substances than those of other subjects and could educate systematically students with sustainable educational course.

성공적인 학교-사회 협력 환경교육을 위한 요소 탐색

김희경(Heekyung Kim),김찬국(Chankook Kim),권혜선(Hyeseon Kwon),김수연(Suyoen Kim),남윤희(Yunhee Nam),조성화(Seonghoa Cho) 한국환경교육학회 2014 環境 敎育 Vol.27 No.4

Environmental Education (EE) is not just limited to classrooms of public school system or outdoor settings with EE organizations in civil society. There have been many attempts of collaboration among schools and communities for EE. Collaboration cannot be a panacea without appropriate prescription although it is meaningful for success. Collaboration among schools and communities presupposes that participants understand why and how to work together with other partners. The purpose of this study is to explore and share the knowledge from experiences on successful school-community collaboration for EE. In understanding school-community EE collaboration, the stories of collaborative experiences were searched through a snowball sampling. In-depth interviews were conducted with eight experts and practitioners who have experiences on school-community collaboration: why/how to collaborate, what to consider, success factors, barriers, and lessons from previous experiences. This exploratory study may have its implications for environmental educators those who want to initiate school-community collaborations with vision of mutual learning for EE.