지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
오류제보하기
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.
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.
목차
ABSTRACT
Ⅰ. 연구의 필요성 및 목적
Ⅱ. 이론적 배경
Ⅲ. 연구 방법 및 절차
Ⅳ. 연구 결과 및 논의
Ⅴ. 결론 및 제언
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UCI(KEPA) : I410-ECN-0101-2014-300-002807172