경남지역 중학교 과학교사의 환경교육에 대한 의식조사 : Centered on the Kyungnam area = A Syrvey on Science Teacher's Consciousness for the Environmental Education in Junior High School

다국어 초록 (Multilingual Abstract)

A questionnaire was administered to investigate science teacher's knowledge and the attitude toward the environmental education in the junior high school. 384 science teachers were selected from public and private junior high schools in Kyungnam area.
The results obtained were as follows;
1. Most of science teachers(99.4%) were interested in environmental education, but 24.74% of them were educated regarding environmental education through teacher's discipline(41.11%) and university classes(33.68%). Respondents indicated that the knowledge of environmental education was useful when they took classes. Also, 95.83% of science teachers preferred more classes about environmental education. The most of science teachers(65.36%) felt that the environment problem on the region of their residence is very serious for humans such as water pollution(79.17%), air pollution(57.29%), and garbage pollution(57.03%). About science teacher's knowledge regarding environmental education, they were aware of only 11.94% in 30 questions.
2. The results indicated that most of science teachers(99.74%) expected the necessity of systematic environmental education in junior high school curriculum. The respondents indicated that all education system(58.35%); all teachers take charge of environmental education(59.00%), and 96.09% of the science teachers expected appropriate modification of contents regarding environmental education in current science book. 42.45% of the science teachers mentioned the environmental education should be taught as a separated subject in schools. As, 94,79% of the science teachers indicated that environmental education needs also to be implemented into the university curriculum.
3. The results of this study indicated that science teachers want to emphasize water pollution, air pollution, soil pollution in the junior(4.65, 4.51 and 4.36 points each) and senior(4.34, 4.32 and 4.23 points each) high school curriculum. Also, respondents felt that documentary(4.37 points), movie(4.13 points) and guide books(3.96 points) are important for environmental education reference.
4. The results of this study indicated that 81.77% of science teachers have teaching experience about environmental education and only 1.56% of them believed that students are well informed regarding environmental education subjects. As, 87.76% of science teachers believed that entrance examinations for senior level schools affects environmental education. Also, 44.79% of science teachers only taught environmental education in related classes. Most of respondents appeared not to teach environmental education due to fact they do not have time and reference. By way of solution to difficult problems, newspaper and journal(37.24%), and technical environmental education books(29.69%) were helpful. Respondents want the support of related journals, books, and references(41.15%). Also, almost science teachers(99.22%) believed that current contents of environmental education references are not enough to modify the attitude and the behavior of student.
5. Almost, half of science teachers did not know about environmental education policy of Korea(30.21%) and other countries(47.66%), and environment policy(37.51%). But 74.74% of science teachers tried to teach students to modify the attitudes and the behaviors of student regarding environmental education, and believed role has a strong effect on students. According to this study, problems about the environment issue in Korea are immoral business practices(4.48 points), the people's awareness(4.44 points), environment policy(4.20 points), and education(4.00 points).
6. Judging from above results, although science teachers have a deep interesting in environmental education, environmental education was not enough for changing the student's attitude due to the lack of time and materials. The science teachers themselves were in short of knowledge and experience about environmental education, so they should be educated through a systematic teachers' discipline.

목차 (Table of Contents)

• Ⅰ. 서론
• 1. 연구의 필요성 및 목적
• 2. 연구내용
• 3. 연구의 제한점
• Ⅱ. 연구방법
• 1. 자료수집
• 2. 자료의 처리
• Ⅲ. 결과
• 1. 일반적 특징
• 2. 환경교육을 받은 경험 및 지식
• 3. 환경교육의 필요성
• 4. 과학과 교과과정에서 다루어질 환경교육의 내용 및 자료의 중요도
• 5. 환경교육의 실태 및 과학교사의 인식
• Ⅳ. 고찰
• Ⅴ. 결론
• 참고문헌
• Abstract