교재원 식물을 활용한 환경놀이 프로그램 개발 및 적용

최돈형(Don-Hyung Choi),임은영(Eun-Young Yim),조성화(Seong-Hoa Cho) 한국환경교육학회 2011 環境 敎育 Vol.24 No.2

The purpose of this research is placed on the development and application of environmental play programs for elementary school students their utilizing the neighborhood learning gardens in their districts to find its effectiveness. The research questions drawn to attain the purpose of the research are as follows. Initially, analyze the contents related to the plant appearing in the textbooks of wise life, science and practical arts of the 7th elementary school curriculum. Secondly, develop a plant utilizing environmental play program targeted towards the 4th grade elementary school students with the results of the textbook analysis as the foundation. Third, apply the plant utilizing environmental play program into the classroom to verify its effectiveness. Based on the conclusion of this research, the following is to be proposed. First, the revitalization of regional environmental education utilizing the various surroundings of the region is essential. Also, the current method of education, which is focused on theoretical knowledge, and being operated in most of the schools need to be changed over to diverse environmental education programs that are linked with the region. For this, an internet based database, information sharing and exchange program centralized around the regional environmental education center needs to be prepared. Moreover, since this research had developed an environmental play program utilizing plants that focused on the 4th grade elementary school students to verify its effectiveness, the development for environmental play programs dealing with various themes for each grades is required. Lastly, although this research has verified the effectiveness in the variables of ecological knowledge, environmental susceptibility, environmental altitude, environmental concern, environmental function and responsible environmental behavior amongst the variables of environmental literacy but there requires a succeeding research considering the variables that haven’t been included in this research.

과학영재교육센터 평가 기준 개발

최돈형(Don-Hyung Choi),강완(Wan Kang),손연아(Yeon-A Son),전영석(Youngseok Jhun) 한국영재학회 2001 영재교육연구 Vol.11 No.2

본 연구는 대학부설 과학영재교육센터의 종합적인 평가 기준을 개발하는 데 목적이 있다. 이를 위해서 먼저, 국내 대학부설 과학영재교육센터의 운영 현황을 분석하고 과학영재교육센터 운영에 있어서 시급한 문제점을 도출하였고, 다음으로 ‘특수목적고’와 시도교육청이 운영하고 있는 ‘과학영재반’과의 차별성을 위한 대학부설 과학영재교육센터의 위상을 정립하기 위한 과학영재교육센터 평가의 기본 방향 및 평가틀을 구안하였다. 이를 바탕으로 과학영재교육센터 평가 영역별 평가 기준 및 평가 방법을 구안하였다. 마지막으로, 이상의 연구 결과를 바탕으로 실제 과학영재교육센터 평가에 적용하기 위한 평가 종류(시기)에 따른 평가 방법과 활용 방안을 정리제시하였다. 본 연구에서 개발한 과학영재교육센터 평가 기준은 우리 나라 대학부설 과학영재교육센터의 효율적인 평가를 위해 유용하게 활용될 수 있을 것으로 기대한다. Offered in this paper are standards for evaluation of a center for scientifically gifted education attached to a university. Various methods of study are used, such as review of literature, professional meetings, seminars, and discussion groups. To implement this study we first analyzed the current status and problem of the center through examination of already published research in regard to scientifically gifted education. Based on this analysis, we then identified the direction and framework of evaluation of a center for scientifically gifted education attached to a university that could function as a local education center for the gifted. After this, we designed detailed standards for evaluation for such a center in regard to direction, organization, procedures and methods for selection of a center, curriculum development, and strategies of instruction and evaluation according to the characteristics, phase, and function of the center as identified. Lastly, we presented a framework for evaluation concluding standards and methods for evaluation classified by the domains and times of evaluation we had explored. Plans for evaluation of the center as described here, will provide meaningful suggestions enabling centers for scientifically gifted education to improve the quality of their institutions' educational environment.

지속가능한 녹색 사회를 향한 환경교육과 교육과정 개발

최돈형(Don Hyung Choi),김대희(Dae Hee Kim),이재영(Jae Young Lee),정철(Cheol Cheong),김기대(Kee Dae Kim),조성화(Seong Hoa Cho),안재정(Jae Jung Ahn),박혜경(Hye Gyeong Park),홍현진(Hyun Jin Hong) 한국환경교육학회 2011 環境 敎育 Vol.24 No.4

This study was aimed at developing a common curriculum for the department of environmental education from 5 colleges of education. The need and background of curriculum reform can be summarized as follow; first, it has been recognized that new national curriculum of 2009 and 2011 created need for training teachers equipped with more integrated competency. Second, global environmental problems such as climate change and energy crisis asked for more responsible choice and action from all citizens. Third, the extremely low hiring rate resulted in the consideration of new working fields for teacher students majoring in environmental education. Fourth, the expansion of new environmental education paradigms including education for sustainable development called for practicing reconstruction of both contends and methods. From a series of research processes including analysis of current curriculum, DACUM, opinion survey and interest groups review, several new approaches for developing new curriculum had been identified as follow; first, content areas of environmental education should be extended beyond environmental natural science. Second, new learning approaches such as project-based learning need to be emphasized for strengthening the identity of environment as a separate subject. Third, more selective majoring system need to be applied in connection with environment government officials, researchers, and social environmental educators. It was recommended that the application of new curriculum developed by the study would be evaluated and managed by teaching conditions surrounding each of the five university members joined this developing processes. However, it needs to be noted that there is not much time because we had experienced zero hiring rate for the last 4 years and environmental policy and education programs are moving rapidly toward sustainable development.

환경교육과 학생의 전공에 대한 동기 변화 사례 연구

최돈형(Don-Hyung Choi),조성화(Seong-Hoa Cho) 한국환경교육학회 2008 環境 敎育 Vol.21 No.3

This study aims to examine the reasons of changes in motivation of pre-service teachers who major in environmental education. Qualitative case study methods were adopted to collect and analyze data from six(6) pre-service teachers in environmental education department. Researchers conducted semi-structured interviews with them on the levels of motivation toward their studies. The study results are as follows. The levels of motivation toward their studies were shown differently by each of the preservice teachers. Some of the pre-service teachers reported that their levels of motivation toward environmental education had changed since the college entrance. The reasons for the changes include 'suitability of environmental education to personal propensity,' 'college courses they took', and 'personal experiences.' Some of the pre-service teachers reported that the levels of motivation for their majors did not changed since he or she was pursuing other goals rather than being an

중등학교 환경과 교사임용시험 출제 문제 분석 및 표준화 방안

최돈형(Don-Hyung Choi),손연아(Yeon-A Son),이향미(Hyang-Mi Lee),진옥화(Ok-Hwa Jin) 한국환경교육학회 2004 環境 敎育 Vol.17 No.2

This study aims to standardize and analyze the environmental teacher recruitment examination for secondary school. To achieve the purpose, the environmental teacher recruitment examinations, which were carried out for five times through the school year 2000 to 2004, were compared and analyzed. And then, based on the above analyses, we presented ‘the plan of standardization for the environmental teacher recruitment examination in secondary school.’ In addition, the propriety, reliance, and realistic suitability of the plan were confirmed by professors of environmental education department in universities, environmental education professionals, and environmental teachers in secondary school. By presenting ‘the plan of standardization for the environmental teacher recruitment examination in secondary school’ in this study, we expect that the curriculum design and management of environmental education teacher training universities can be standardized and improved, and that the teacher who have expert qualities in environment education is reasonably selected by the environmental teacher recruitment examination.

학교 밖 과학교육 활성화를 위한 지역단위 협력체제의 구축

최돈형 ( Don Hyung Choi ) 한국과학교육학회 2003 한국과학교육학회 국제세미나집 Vol.- No.-

발명교육 네트워크 구축 및 활용 방안

최돈형(Don-Hyung Choi),손연아(Yeon-A Son),전영석(Youngseok Jhun) 한국영재학회 2001 영재교육연구 Vol.11 No.1

This paper addresses construction of a new network of invention education through the internet and creates a plan to apply it to practical invention education. We examined the status of invention education in Korea, the U.S., and Japan to consider problems of practical invention education and to draw a particular direction for the future invention education. Various papers, books, and documents related invention education were reviewed to make teaching and teaming strategies of invention education. Based on the analyses, criteria of teaching and loaming were identified as how to challenge teachers, students, parents, and administrators to successful implement invention education practices. Using the criteria of teaching and teaming, we designed a framework for a website and constructed a practical website concerned with invention education, including constructive components in the framework. This will require an experimental application during which teachers and researchers can do revisions and add supplementary information. This network system will provide practical information in regard to invention education and created a communications system for in charge of invention 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.

한국 환경과 교육 과정의 패러다임 변화에 대한 역사적 고찰

이순철(Soon-Chul Lee),최돈형(Don-Hyung Choi) 한국환경교육학회 2010 環境 敎育 Vol.23 No.1

The purpose of this study is to find historical paradigm shift of the environmental subject in Korean school curriculum. For the purpose, two research questions guided this study. First, we would like to find out the changes in environmental education curriculum by interpreting the Korean national curriculum. Second, we want to know about the paradigm shift of environment education in Korea. In this study, curriculum documents, teachers' guide books, textbooks, and other educational materials were used for literature review. The results are as follows: First, Robottom and Hart's frame of three paradigms in environmental education research, positivism, interpretivism and social criticism, was suitable in interpreting curriculum. Second, the curriculum of environment subject has substantially changed from 6th to 2007 revised curriculum. Third, while the 6th curriculum was strongly affected by the positivism and education 'about' the environment, the 7th curriculum had been influenced by the interpretivism and education 'in/through' the environment, and the 2007 revised curriculum is under the influence of the education 'for' the environment and social critical paradigm.

‘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.