백두대간 생태 복원을 위한 시민참여 프로그램 개발과 적용

김찬국(Kim Chankook),안동만(Ahn Tong Mahn),김인호(Kim In Ho),이재영(Le Jae Young),김성진(Kim Sung Jin),채혜성(Chae Hye Sung),이영(Lee Young),이재원(Lee Jae Won),김민우(Kim Min Woo),신민종(Shin Min Jong),박효인(Park Hyo In),조경준(Cho K 한국환경교육학회 2010 環境 敎育 Vol.23 No.2

Ecological restoration aims to reverse the degradation of ecosystems that occurred as humans have affected landscapes. This study was conducted in part of a larger project to develop participatory ecological restoration procedures for disturbed areas in Baigdoodaegahn which is a major mountain range in the Korean Peninsula. The case of alpine farmland at Kangwon-do was selected to apply the theoretical framework of participatory restoration since the nutrient contents in alpine solid under vegetable cultivation degrade water quality in the watershed while farmers in the region are economically struggling due to imports of vegetables from China. The reciprocal model of restoration was applied to cope with interactions between human and ecosystem needs in ecological restoration. A series of environmental education and eco-tourism programs were developed and incorporated into the participatory restoration project to rebuild social-cultural aspects of the community as well as to restore the biophysically disturbed area while meeting both ecological needs and human needs. This study suggests that participatory projects will be more successful when experts support the local residents and citizens in restoration process, when leadership are developed through social learning, and when ecological, financial and social factors of restoration are integratedly considered.

우리나라 기후 변화 교육의 방향에 관한 고찰

김찬국(Chankook Kim),최돈형(Don-Hyung Choi) 한국환경교육학회 2010 環境 敎育 Vol.23 No.1

Facing the issue of global climate change, it is important for environmental educators to prepare a person who is able to understand of, communicate about, and make informed decisions on the climate change. Climate change education is to help learners understand of human influence on climate and climate's influence on them and society. This study was conducted in a way to discuss how climate change education could be implemented in Korean context. For this purpose, several documents and research articles on climate change education and communication were analyzed: Climate literacy, guidelines for K-12 global climate change education, and guidelines for effective climate change communication and message and so on. Many of the documents emphasize age appropriateness, positive thinking, participation and empowerment in climate change education while suggesting not to burden young learners with fears. Some documents such as the climate literacy suggest key concepts and/or essential principles of climate change education. Based upon the analysis, several considerations to incorporate the concepts in climate change into educational programs were suggested for further discussions.

성층권 오존층 고갈 사례를 통해본 환경교육의 역할과 의미

김찬국(Chankook Kim) 한국환경교육학회 2013 環境 敎育 Vol.26 No.1

‘Stratospheric ozone depletion’ or ‘ozone layer depletion’ had been a public concern for more than two decades. During the period, environmental educators made global efforts to foster learners’ knowledge and understanding of this issue, and to change learners’ behavior to act in favor of protecting ozone layer. Different from other articles in environmental education (EE), however, this article has its focus on an environmental issue which has already been resolved mainly based upon international collaboration and institutions such as the Montreal Protocol to phase out ozone depleting substances. For that, individual citizens’ or students’ efforts such as “NOT to use spray cans with CFCs (chlorofluorocarbons) inside” could not be an effective solution, ironically. Reviewing the discourses and practices of EE critically with the ozone layer depletion case, this article conceptually reflects how EE practices with focus on individual citizens’ or students’ behavioral change may not always be appropriate in dealing with some environmental issues. This article will discuss some possible ways to deal with these environmental problems, issues or phenomena in EE. This article also provides topics for discussion in teaching environmental problems, issues or phenomena based on new perspectives on roles of EE.

우리나라 초 · 중등학교에서의 지속가능발전교육 교사 인식과 실천 사례

김찬국(Chankook Kim),이선경(Sun-Kyung Lee),김남수(Nam-soo Kim),주형선(Hyung Son Ju),장미정(Meejeong Jang),권혜선(Hye-Seon Kwon) 한국환경교육학회 2012 環境 敎育 Vol.25 No.3

The study is aimed at monitoring and evaluating the current status of Education for Sustainable Development (ESD) programs and activities which have been carried out at elementary and secondary schools in Korea since the United Nations Decade of Education for Sustainable Development (UN DESD) was launched in 2005. First, reference materials on development of ESD indices were reviewed based on Global Monitoring & Evaluation Framework Phase II. To understand the status of ESD programs in Korea, a questionnaire survey was conducted with 107 elementary and secondary teachers. In addition, exemplary cases that show the characteristics of ESD in K-12 schools were presented with focus on ‘process’ and ‘learning’ of ESD programs and activities. The results are as follows. In elementary and secondary schools, diverse ESD programs are conducted through education programs including curricular, extracurricular, and alternative activities, as well as school-wide approaches such as model school projects. The teachers in this survey reported that, on average, they understood the concepts of ‘Sustainable Development (SD)’ and ‘ESD’ to a certain degree. Most schools that participated in the survey had education programs on SD-related themes such as climate change, energy and cultural diversity. Competencies such as ‘future-oriented thinking’ and ‘respect for other people and life’ were importantly dealt with in the education programs. However, many of the teachers who dealt with such SD-related themes or SD-driven competencies did not consider their own teachings under the name of ESD. Through case studies, ten ESD cases were reported. In many of these cases, active participation by principals, teachers, students, parents and local residents was recognized showing close links between schools and local communities. Some of the cases presented ESD as a process of collaboration and communication.

Environmental Education (EE) Policies in Korea

Chankook Kim(김찬국),Marianne E. Krasny(매리앤 크래즈니) 한국환경교육학회 2018 環境 敎育 Vol.31 No.4

이 연구는 우리나라(대한민국)의 국가 및 지역 차원에서 이루어지는 환경교육 정책의 제도화와 실행에 관한 논의를 통해 우리나라 환경교육 정책의 특징과 의미를 살펴보는데, 그 목적이 있다. 이 연구는 환경교육 정책의 전체 주기인 정책의 제도화, 실행, 평가 중 앞의 두 단계를 중심으로 살펴보았다. 이 연구가 제기하는 핵심 질문은 다음과 같다. 학교와 지역 사회에서 목표로 하는 환경교육의 성과를 달성하기 위해 우리나라는 어떠한 환경교육 정책을 수립하여 시행하는가? 우리나라의 환경교육정책의 경험이 국제 환경교육계에 주는 함의는 무엇인가? 이러한 질문을 중심으로 우리나라 환경교육정책의 특징과 의미, 국제 환경교육계에 주는 폭넓은 시사점 등을 살펴보면서 환경교육의 제도화, 환경교육 관련 정부기관(부처) 간 협력, 환경교육 관련 국제적 흐름과 국내 환경교육 정책의 상호작용, 국가 차원의 환경정책이 환경교육에 미치는 영향, 제도화-실행-평가라는 정책 주기 상 우리나라 환경교육정책의 모습 등을 논의하였다. This paper discusses environmental education (EE) policies in Korea at the national and regional levels. Some EE policies such as Environmental Education Promotion Act (EEPA) cover both formal and non-formal EE, whereas others such as the national curriculum mainly impact formal EE. The focus of this paper is on the former two steps of full policy cycle: institutionalization, implementation, and evaluation of EE policies. The key question we address are: how EE policies in Korea are established and implemented to achieve targeted outcomes in schools and communities. We also include discussions of implications of the Korean experience for the global EE community.

연구와 전시 · 교육 간 주제 연결 사례 분석을 통한 국립해양생물자원관의 환경교육적 가능성 탐색

김정훈(Jeonghoon Kim),김찬국(Chankook Kim),김종문(Jongmun Kim) 한국환경교육학회 2021 環境 敎育 Vol.34 No.3

대중에게 과학 연구의 성과와 내용을 공유하기 위한 과학 커뮤니케이션 측면에서 보면 과학자의 전시 · 교육 참여는 중요하다. 이 연구는 국립해양생물자원관의 연구와 전시 · 교육의 주제어를 살펴본 후, 동일 주제의 연구-전시-교육의 연계 사례를 통해 비형식 교육기관의 환경교육적 가능성을 확인하고자 하였다. 먼저 연구와 전시 · 교육의 주제어 연결 상황을 분석한 결과, 분류학 · 형태학, 해양생물다양성, 취약종 · 멸종위기종 · 보호대상 해양생물 등의 주제 분야에서 연구성과가 활발하게 전시 · 교육 프로그램에 반영되고 있었다. 또한 3개의 사례를 통해 연구와 전시 · 교육 간 연결성을 구체적으로 확인하였다. 예를 들어, 해양파충류인 바다뱀에 관한 연구가 바다뱀에 관한 특별전시와 교육프로그램에 반영되었다. 국립해양생물자원관의 교육 프로그램은 연구를 토대로 구성된 전시를 활용하여 학습자의 깊이 있는 이해를 도와주는 역할을 시도하고 있었다. 이러한 연구의 결과를 바탕으로 국립해양생물자원관과 같은 연구기관이자 비형식 교육기관이 환경교육에 기여할 가능성을 논의하였다. 우선 국립해양생물자원관의 연구자가 전시 기획이나 교육 프로그램 개발 등에 참여하는 방식은 적절한 ‘과학자의 교육 참여’에 해당한다. 또한 국립해양생물자원관이 연구성과를 반영한 전시와 교육 프로그램을 함께 운영함으로써 제한된 의미에서 쌍방향 과학 커뮤니케이션에 기반한 비형식 환경교육의 가능성을 보여주었다. The participation of scientists in education and public outreach (EPO) is increasingly required to share the achievements of scientific research with the public in science communication. This study was conducted to investigate the possible roles of the National Marine Biodiversity Institute of Korea (MABIK) for informal environmental education. For that we analyzed the key words of research articles published by scientists of MABIK and the key aspects in exhibitions and educational programs of MABIK. The results showed that scientific research on marine biodiversity and marine endangered species are more reflected in exhibitions or educational programs. With three (3) cases of marine plastics, marine endangered species, and marine reptiles, this study described how the features of scientific research are incorporated into the exhibitions or education programs. The educational programs in MABIK usually utilize the exhibition objects while providing in-depth understanding of the human-environment relationships on the socio-scientific issues (SSI). Based on the results, the possible roles of informal educational institutions such as MABIK for environmental education were suggested. This study reviewed the collaborative efforts between scientists and educators in MABIK as an approach to scientists’ education and public outreach (EPO) for environmental education.

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.

먹거리 체계를 고려한 환경 관련 먹거리 교육 연구 분석

김진경(Jinkyung Kim),김찬국(Chankook Kim) 한국환경교육학회 2020 環境 敎育 Vol.33 No.2

이 논문은 건강이나 조리 중심의 먹거리 교육연구에서 벗어나 환경을 포함한 먹거리 교육 연구를 분석하여 먹거리 교육 연구의 동향을 이해하고, 이를 바탕으로 먹거리 주제를 다루는 환경교육의 가능성을 탐색하였다. 이를 위해 환경 관련 먹거리 교육 연구 34편을 수집하여 해당 연구의 기반이 되는 이론에 따라 녹색식생활 교육 연구, 환경을 강조하는 식생활교육 연구, 지속가능한 식생활교육 연구, 먹거리 시민성에 근거한 먹거리교육 등으로 구분하여 분석하였다. 이 중, 녹색식생활 교육 연구는 환경, 건강, 배려라는 핵심가치를 포함하여 식생활교육의 범위를 배려, 환경 등을 포함하는 방식으로 확장하였다. 환경을 강조하는 식생활교육 연구는 생태계의 상호의존성과 순환을 강조하여 배려의 대상이 인간 외로 확장되었지만, 식생활에 관한 사회구조적 측면은 여전히 포함하지 않아, 식생활 실천이 개인의 범위에 한정되었다. 최근의 먹거리 교육 연구 중 먹거리 시민성 논의에 기반하여 먹거리 체계의 구조적 변화를 위한 사회적 실천을 포함하는 연구도 있었다. 이를 통해 먹거리 교육의 접근 방식이나 구체적인 강조점은 먹거리를 이해하는 방식에 따라 달라지며, 현재의 먹거리 체계에 대한 해석에 따라 먹거리 교육이 지향하는 실천의 범주 역시 구분되었다. 이러한 논의를 토대로 먹거리 교육과의 접점에서 이루어지는 환경교육의 의미와 가능성을 탐색하였다. This paper aims to understand the trend of food education research which considers the environment and food relation and to explore the possibilities of environmental education on food. For the purpose, thirty-four (34) environmental-related food education studies were collected and analyzed by dividing them into ‘Green’ food education, ‘Environmental’ food education, ‘Sustainable’ food education, and food education based on food citizenship. Among them, the studies of ‘Green’ food education expand the scope of food education by including ‘care for others’ and ‘consideration of the environment.’ The studies of ‘Environmental’ food education emphasize the interdependence of our food lives in the ecosystem, thus the ‘care for others’ expanded beyond human beings. Among more recent food education research, there were studies of ‘Sustainable’ food education and ‘food citizenship’ education that included social practice for structural changes in contemporary food system based on the discussion of ecological citizenship. This paper suggests that the approaches food education differ depending on the way food is understood, the practices that food education pursues, and the interpretation of contemporary food system. Based on these discussions, the meanings and possibilities of environmental education at the interface with food education were explored.

한반도 연안역 표층퇴적물 내 총 수은 분포 특성

조동진,최만식,김찬국,JOE, DONGJIN,CHOI, MANSIK,KIM, CHANKOOK 한국해양학회 2018 바다 Vol.23 No.2

한반도 연안역 표층퇴적물 내 수은의 농도 분포 특성을 파악하기 위하여 수은의 배경농도를 산정하고 오염도를 평가하였으며, 분포를 조절하는 요인을 파악하였다. 표층퇴적물 내 수은 농도는 남해연안의 진해-마산만, 동해연안의 울산-온산만, 영일만에서 상당히 높게 나타났으며, 그 외 퇴적물은 Cs와 유사한 분포를 보이며 $0.21{\sim}39.5{\mu}g/kg$ ($13.6{\pm}7.80{\mu}g/kg$) 사이의 낮은 농도를 나타내었다. 국내 해저퇴적물 해양환경기준과 비교한 결과, 전 연안의 표층퇴적물 (n=282)의 8 %가 주의기준을 초과하였으며, 동해연안의 온산항 인근 해역 (n=6)에서 관리기준을 초과하였다. Cs에 대한 선형회귀선의 잔차분석을 통해 산정한 배경농도 (2.06Cs+1.75)를 이용하여 수은 농축도를 산정하였고, 이를 이용하여 농축 정도에 따른 조절요인을 살펴보았다. 수은 농축인자 <1.69 범위에서는 퇴적물의 입도, 1.69~4.03 범위는 Fe 산화수산화물 및 유기탄소가 좋은 관계성을 보여 주요 조절요인으로 판단되었다. 4.03~74.9 범위는 다른 금속들 (Cu, Zn, Pb)과 좋은 관계성을 보였으며, 동해연안의 고성, 속초, 울진 연안에서는 유기탄소가 주요 조절요인이었고, 영일만과 울산-온산만 (n=30)에서는 주변에 위치한 중화학 공업단지의 영향으로 금속입자의 직접적인 유입에 기인한다고 판단되었다. 또한 남해연안의 진해-마산만 시료의 경우에는 상대적으로 높은 황화물 형성과 관계하여 수은 농축이 일어나는 것으로 판단되었다. To determine the distribution of mercury (Hg) in the coastal surface sediments around the Korean peninsula, the baseline concentration of Hg was estimated, the extent of contamination was assessed, and the factors controlling the distribution were discussed. The concentrations of Hg in surface sediments were significantly high in Jinhae-Masan Bay in the South Sea, Ulsan-Onsan Bay and Yeongil Bay in the East Sea, but Hg in other sediments showed a similar distribution to Cs and relatively very low concentration between 0.21 and $39.5{\mu}g/kg$ ($13.6{\pm}7.80{\mu}g/kg$). Compared to the sediment quality guidelines in Korea, 8 % of the surface sediments (n=282) analyzed in this study exceeded the values of the threshold effects level (TEL), and six sediments collected around Onsan Port were higher than the value of the probable effects level (PEL). The contamination levels of Hg were assessed by the enrichment factors using the baseline concentration (2.06Cs+1.75) based on the residual analysis from the linear regression line for Cs, and further, factors controlling the distribution of Hg were discussed by the comparison with geochemical substances depending upon the Hg enrichment level. Hg concentrations were correlated well with Cs concentration in the range of less than 1.69 of EF implying grain size control, while in the range of 1.69 and 4.03 Hg concentrations were correlated well with Fe oxyhyroxide and organic carbon contents, which indicates Hg was enriched by superior sorption capability. On the meanwhile, samples with higher EFs (4.03 to 74.9) showed fairly positive correlations with other metals (Cu, Zn, Pb) rather than geochemical substances. For samples in Youngil Bay and Ulsan-Onsan Bay (n=30), Hg concentrations were correlated only with other metals rather than geochemical substances implying simultaneous supply of metal particles from metal refineries. But samples at Gosung, Sokcho and Uljin coast were correlated well with organic carbon even though they had high EFs. In addition, samples in Jinhae-Masan Bay with high contents of S were enriched by relatively high sulfide formation.

환경 교과서의 기후변화교육 내용 체계 및 내용 요소 재구조화

김미란(Mi-Ran Kim),김찬국(Chankook Kim) 한국환경교육학회 2014 環境 敎育 Vol.27 No.2

Global climate change has become an environmental issue of hot public attentions. The issue which has uncertainty and complexity is to be dealt with discretion in educational settings as regards its scopes and sequences. To reconstruct contents on global climate change for environmental education, this study analyzed contents on climate change in secondary textbooks of the ?Environment? subject from the 6th National Curriculum to the 2009 Revised National Curriculum. Referring to IPCCs First, Second, Third and Fourth Assessment Reports, furthermore, this study reconstructed the framework of contents on climate change in educational perspectives. The framework of contents on climate change has been re-organized into four (4) domains which have differentiated focuses from previous textbooks: Phenomena and principles of climate change, Causes of climate change, Consequences of climate change and Responses to climate change. The ‘Responses to climate change’ includes costs, policies and measures of climate change which could influence learners action and decision making based on main characteristics of climate change. This study may provide guidance in developing teaching materials on climate change to help learners understand complex interactions and make better judgement.