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NTIS 바로가기초등과학교육 = Journal of Korean elementary science education, v.33 no.3, 2014년, pp.453 - 463
Environmental education contents in science textbooks of South Korea and the United States were compared and analyzed in order to find how to develop environmental education in elementary science education. McGraw-Hill science textbooks for third to sixth grade and science textbooks of Korea based o...
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핵심어 | 질문 | 논문에서 추출한 답변 |
---|---|---|
UNESO에서 말하는 환경 교육의 목표 구분은? | Ok(1996)은 환경교육을 자연과 환경, 인간의 상호관련과 존중하는데 필요한 기능과 태도를 갖도록 가치관을 기르는 것이라고 하였다. 환경 교육의 목표 구분으로 UNESO(1985)에서는 자각(awareness), 지식(knowledge), 태도(attitude), 기술(skill), 참여(participation)의 5가지 목표를 제시하고 있으며, Won (2012)은 목표 분석 준거를 인지적 영역(지식), 정의적 영역(인식, 태도), 심체적 영역(기능, 참여)의 3영역으로 구분한 바 있다. 한편, Pektas et al. | |
환경과 생물 교육에 있어서 보완해야 할 점은? | 과학과목에서의 환경교육은 6학년 ‘환경과 생물’ 단원의 경우, 환경관련 내용을 체계적으로 교육(Ministry of Education, Science and Technology, 2012)하고 있지만, 다른 학년과 영역에서는 여러 학년과 단원에 산발적으로 언급되고 있는 경우가 대부분이다. 따라서 과학교과서에서 다루고 있는 환경교육은 내용의 연계성, 지식 수준, 탐구방법의 위계, 지속가능발전에 대한 개념 전개 등 보완해야 할 점이 많다(Jang & Yun, 2012; Lim et al., 2013). | |
Ok 가 말하는 환경교육이란? | Ok(1996)은 환경교육을 자연과 환경, 인간의 상호관련과 존중하는데 필요한 기능과 태도를 갖도록 가치관을 기르는 것이라고 하였다. 환경 교육의 목표 구분으로 UNESO(1985)에서는 자각(awareness), 지식(knowledge), 태도(attitude), 기술(skill), 참여(participation)의 5가지 목표를 제시하고 있으며, Won (2012)은 목표 분석 준거를 인지적 영역(지식), 정의적 영역(인식, 태도), 심체적 영역(기능, 참여)의 3영역으로 구분한 바 있다. |
A case study: Eight publishers own 90% of top textbooks sold on Amazon.com. Retrived August 04, 2014, from http://textbookequity.org/a-case-study-amazon-com-college-textbook-prices-1915-2010-to-2012/.
Caravita, S., Valente, A., Pace, P., Valanides, N, Khalil, I., Berthou, G., Kozan-Naumescu, A. & Clement, P. (2008). Construction and validation of textbook analysis grids for ecology and environmental education. Science Education International, 19(2), 97-116.
Chang, H. J. & Shin, Y. J. (2006). The effect of fieldexperience learning activities program for the integrated textbook on the environmental attitude of elementary school students. Journal of Korean Elementary Science Education, 24(5), 495-503.
Chang, K. A. & Cha, H. Y. (2006). Development of ecology experience program focused on bird watching in tidal flats of southern Gang-Hwa island. Biology Education, 34(4), 439-452.
Cho, Y. G. (2001). A study on the development of a model in the environmental ethics education for establishing eco-centered life values. The Environmental Education, 14(1), 1-18.
Choi, B. H. (2005). The comparative analysis on the contents of environmental study of high school science textbook following the 7th curriculum on education. Yonsei University Graduate School of Education.
Choi, H. S., Shim, K. C., So, K. H. & Yeau, S. H. (2010). A survey of pre-service elementary teachers' perceptions, attitudes and practical intention toward sustainable development. The Environmental Education, 23(2), 129-144.
Daniel, L. H., Hackett, J., Moyer, R. H. & Vasquez, J. (2005). 3rd, 4th, 5th, 6th Science. New York: Macmillan/McGraw-Hill Companies Inc.
Finger, M. (1994). From knowledge to action? Exploring the relationships between environmental experiences, learning, and behavior. Journal of Social Issues, 50(3), 141-160.
Jeung, M. G. (2004). What will the correct definitions of environment Bojon and environment Bojeon suggest for environmental education to achieve its goal?. Report of Science Education, 35, 147-160.
Jung, H., Choi, J. S. & Kim, G. A. (2012). Development of experience-centered environmental programs in urban streams. The Society of Korean Practical Arts Education Korea, 18(4), 229-247.
Kim, M. H., Kim, N. I. & Park, H. W. (2013). Effects of environmental education program using traditional culture on elementary school students' environmental attitude. Journal of Korean Elementary Science Education, 32(3), 239-249.
Kim, T. H., Nam, H. W., Shin, H. C., Shin, H. W. & Cho, K. H. (1999). Study on development of curriculum for environmental education based on the standpoint of ecology. Korean J. Environ. Biol. 17(3), 305-313.
Ko, S. H. (2003). Development of field-experience environmental education program utilizing tidal flat to cultivate environmental sensitivity. Graduate School of Korea National University of Education.
Koo, S. K. & Park, I. W. (2012). Analysis of science writing tasks in Korean and American science textbooks. Journal of Korean Elementary Science Education, 31(4), 463-480.
Lee, C. S. (2012). Recent trends and dilemma of STEM education in the United States. Journal of Korean Practical Arts Education, 25(4), 101-122.
Lee, M. B., Han, J. Y. & Jang, E. S. (2002). A case of regional and environmental education of metropolitan city. Journal of Geographic and Environmental Education, 10(1), 65-75.
Lee, M. C., Kang, M. H., Kim, K. G. & Chung, Y. S. (1997). An international study of environmental knowledge and attitudes of young people-Korea and Australia. The Environmental Education, 19(2), 75-85.
Lee, M. O. & Choi, D. H. (2005). International comparative study of environmental curriculum. Proceedings of the Korean Society for Environmental Education Conference, 116-122.
Lee, Y. H. (1996). Trand on environmental education in the selected nations. Journal of Science and Education, 4, 137-152.
Lim, O. K., Cho, S. H. & Kim, H. N. (2013). A content analysis on education for sustainable development according to the 2007 and 2009 revised elementary school science curriculum. The Korean Society for Environmental Education, 26(4), 565-580.
Ministry of Education, Science and Technology (2012). Elementary Science 5th, 6th Textbook [5, 6학년 과학교과서]. Seoul: Daehan Printing & Publishing Co. Ltd.
Ministry of Education (2014). Elementary Science 3rd, 4th Textbook [3, 4학년 과학 교과서]. Seoul: Mirae-n Co. Ltd.
Noh, K. I., Lee, H. D. & Park, H. J. (1998). Trends in environmental education research of Korea. The Environmental Education, 11(2), 69-82.
Ok, C. Y. (1996). The analysis of environmental education in elementary school curriculum and its development. The Bulletin of Science Education, 21, 1-18.
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Park, S. H. & Youn, S. J. (2005). Realities of environmental education and program oriented social studies. Journal of the Korean Association of Regional Geographers, 11(2), 247-262.
Park, S. K. & Kim, I. K. (2001). Reconceptualizing the geography subject matter based on the everyday life. Journal of the Korean Geographical Society, 36(1), 1-14.
Seo, W. S. (2000). An analysis of the environmental education contents included in the seventh national curriculum for elementary school students. Journal of Korea Society for Plants People and Environment, 3(1), 17-29.
Seo, W. S., Na, S. I., Jung, C. Y. & Kim, S. U. (1999). A content analysis of the environmental education programs designed for elementary school students. Journal of Korean Agricultural Association, 31(3), 43 - 61.
Simsek, C. L. (2011). Investigation of environmental topics in the science and technology curriculum and textbooks in terms of environmental ethics and aesthetics. Educational Science: Theory & Practice, 11(4), 2522-2257.
Son, M. H., Park, H. G. & Cheong, C. (2011). Effects of eco-friendly school project activity on middle school students' environmental awareness. Journal of Korean Society of Environmental Education, 24(3), 34-43.
UNESCO (1985). A Comparative Survey of Environmental Education into School Curricular, UNESCO-UNEP International Environmental Education Programme, Environment Education Series 17. Hamburg: UNESCO.
Won, H. J. (2012). Study on analysis of ecological environmental science textbooks and the field education programs. Graduate School of Education Konkuk University.
Yoo, B. S. & Park, B. K. (1997). Analysis and relationship of contents about environment in the science textbooks of primary, middle and high school in Korea. Biology Education, 25(1), 75-87.
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