학생의 일상생활경험과의 연계성을 높일 수 있는 지리수업방법 개발에 관한 연구

류재명 ( Jae Myong Ryu ) 한국지리환경교육학회 2002 한국지리환경교육학회지 Vol.10 No.3

This paper seeks to develop lesson plans aiming to close the gap between learning experiences in goegraphy classrooms and students` everyday experiences in their communities. In examining this issue, I, firstly, explored the history of geography education to achieve an understanding of what sorts of ideas have been introduced and elaborated regarding the issue. It was recognized that the concept of private geography was of much educational value in an attempt to integrate students` everyday lives into geography classrooms. With respect to this, I sought to clarify the concept by critically evaluating on its use in the Korean geography education. Secondly, I attempted to identify some underlying causes of the discordant processes whereby everyday life learning is separated or dissimilated from classroom learning. Two lesson plans with actual examples were developed and expected to provide a practical way of re-configuring geography classes to effectively bring students` everyday experiences to schools.

미국 중등학교의 지리교육과정과 수업활동에 관한 연구 - 미네소타주를 중심으로

류재명(Jae Myong Ryu) 한국지리환경교육학회 2001 한국지리환경교육학회지 Vol.9 No.2

This paper examines how geography class is taught in the secondary schools in Minnesota, U.S.A. Geography is one of the separate subjects among social studies in middle school and high school. Unexpectedly, few geography teachers majored in geography in their colleges. The social study subject was developed in the United States in the early 20th century, and introduced to school curriculum in Korea after the Second World War, but considerable differences between the two countries exists how to integrate geography, history, civics, and economics into the single subject, that is, social studies. There is no particular regulation which specifies whom will be qualified as a geography teacher. Instead, any social study teacher is assumed to teach geography in middle school and high school. Moreover, most of geography teachers have not enough knowledge on the new geography based on the national geography standards that were introduced in recent years to improve nationwide school geography. I attended to four geography classrooms in two middle schools and two high schools during a period of one month, and observed that classes were emphasized upon the mastery of geographical facts rather than improving students creative and theoretical thinking activities, although many activities were assigned to students in the classes with maps and related printed materials. Teaching materials have rarely been organized to improve the concept and theory to solve the geographical issues for students. It is important in classroom that a teacher has to be well qualified to teach a given subject. I think that a new teacher licensing system could be one of the alternatives to provide better opportunities for those who majored in geography to improve the geography education in the United States.

국가 교육과정과 사회과 교과체제 구성의 문제점 및 개선 방향

류재명 ( Jae Myong Ryu ) 한국지리환경교육학회 2005 한국지리환경교육학회지 Vol.13 No.1

초등환경교재의 텍스트 구성전략 -소구유형이 환경책임행동에 미치는 영향을 중심으로-

강민정 ( Min Jeong Kang ),류재명 ( Jae Myong Ryu ) 한국지리환경교육학회 2014 한국지리환경교육학회지 Vol.22 No.2

오늘날 크고 작은 환경문제가 다양한 형태로 발생하며, 전세계적으로 주요한 사회적 문제가 되었다. 이에 환경교육의 중요성은 점차 강조되고 있다. 트빌리시 선언(1978)에 의하면 환경교육은 적절한 교자재가 갖추어져 있을 때 효과적으로 이루어질 수 있다고 한다. 현재 환경교육의 내용 및 방법이 다양한 형태로 확장됨에 따라 효과적인 교수-학습 자료의 중요성이 더욱 커졌다. 따라서 본 연구에서는 초등학생을 대상으로 교수-학습 자료의 구성전략에 대한 새로운 관점을 커뮤니케이션 분야에의 설득기제를 바탕으로 제공하고자 한다. 본 연구는 제작된 유형별 텍스트를 읽고 환경책임행동에 대한 20개의 설문문항에 응답하는 실험연구로 진행되었다. 실험대상은 송파구 3개 초등학교의 5, 6학년 575명이며, 독립변인은 커뮤니케이션에서 중요한 설득기제로 여겨지고 있는 소구유형 중 이성과 정서(사랑, 공포)유형이다. 연구결과 첫째, 이성과 정서유형에 상관없이 환경책임행동은 긍정적으로 변화하였다. 따라서 초등학생들은 환경과 관련된 텍스트를 읽는 것만으로도 환경책임행동을 실천하려는 행동의지가 함양된다고 볼 수 있다. 둘째, 이성소구 유형은 교육적 행동에는 유의미한 영향을 미치지 못했다. 교육적 환경책임행동을 긍정적으로 변화시키기 위한 것이 목적이라면 이성소구를 활용한 교수-학습 자료보다 정서소구 유형이 초등학생들에게 효과적일 것이다. 셋째, 정서소구는 환경책임행동의 모든 하위범주에 긍정적인 영향을 미쳤다. 특히 신체적, 경제적 행동과 같은 적극적인 환경행동을 실천하도록 하는 데는 정서소구의 활용이 효과적이다. This study was intended to provide new perspective in teaching and learning materials for elementary schoolchild. The experiment was designed to read a text and answer 20 questionnaires that were made up to be measured by environmentally responsible behavior. The subjects who participated in this test were fifth and sixth grade, 575 elementary school students. Independent variables used were reason and affect(love and fear) that has been regarded as a important persuasion mechanism in communication domain. The results are as follows. First, regardless of type of reason and affect, environmentally responsible behaviors were positively changed. Thus, just by reading text, it was found that will for environmentally responsible behavior could be built up. Second, types of reasonal appeal were not significant in developing environmentally responsible action. Third, reasonal appeal had positively influenced on all subcategory. As effect of reasonal appeal, especially, active environmental action, such as physical action or financial action, were shown to be more effective in persuading.

환경 행동에 유명인의 환경 메시지가 미치는 영향

이화진(Hwa-jin Lee),류재명(Jae-Myong Ryu) 한국환경교육학회 2018 環境 敎育 Vol.31 No.3

이 연구는 유명인이 등장하는 매체를 활용한 환경교육이 환경 행동을 변화시키는 것에 효과적인지 알아보는 것을 목적으로 한다. 이는 환경교육 분야의 환경에 대한 관심이 높을수록 환경과 관련된 행동을 할 가능성이 높아진다는 선행 연구들과 매체에 대해 다양한 연구가 이루어지고 있는 심리학, 광고학 등 분야의 유명인 관련 선행 연구들을 바탕으로 한 것이다. 이를 위해 본 연구자는 서울 Y초등학교 5, 6학년에 재학 중인 학생 149명을 대상으로 하여 동질집단인 실험군 4개 학급, 대조군 4개 학급에게 서로 다른 인물이 제시하는 환경 메시지를 볼 수 있도록 하였다. 실험군은 여러 선행연구 및 자료조사에서 호감도가 높은 연예인이 환경 메시지를 제시하는 것을 보았고, 대조군은 일반인이 환경 메시지를 제시하는 것을 보았다. 제시하는 인물 외의 환경메시지는 동일하였고, 각 교실 내 게시물 형태로 3주간 게시되었다. 사전-사후 검사는 동일한 설문지로 했으며, 설문 결과는 ANCOVA로 분석하였다. 연구 결과 일반인의 환경메시지보다 유명인의 환경메시지가 학생들의 환경행동의 긍정적인 변화에 더 큰 영향을 주었다. 본 연구자는 이러한 결과가 나온 이유가 설문 결과 및 선행연구들을 종합할 때 후광 효과, 동일시, 모델링등의 의한 것으로 보았다. 특히, 초등학생들은 모델링효과가 성인보다 크게 발생하기 때문에 유명인이 가져오는 효과가 더욱 크게 나타난 것으로 보인다. 본 연구 결과를 바탕으로 미루어 볼 때 학교교육현장에서 학생들이 선호하는 유명인이 등장하는 매체를 적절히 활용한 환경교육을 한다면 학생들의 환경 행동을 증진시키는 데 효과적일 것으로 보인다. According to research in advertising, psychology, and marketing studies, using celebrities in advertisement can result in attention and trust about the things in advertisement. In this research hypothesis, when students watch the same environmental message, there could be differences between celebrity model and ordinary person model. By ANCOVA, there was a meaningful difference between preliminary inspection and post-inspection. Experiment group showed more improvement than the control group. So, when we provide students with an environmental message, using celebrity model could be more effective than using ordinary person model, especially for elementary school students. These days there are many TV programs and news about the environment with celebrities. We could use this kind of media for environmental education.

환경교육에서 중점을 두어야 할 역량

서은정 ( Eun Jung Seo ),류재명 ( Jae Myong Ryu ) 한국지리환경교육학회 2014 한국지리환경교육학회지 Vol.22 No.2

본 연구는 그 동안 환경교육에서 강조된 능력 개념들과 역량을 둘러싼 다양한 개념들을 파악함으로써 환경교육에서 역량이란 무엇인지에 대한 개념적인 틀을 제공하고자 하였다. 먼저, 역량은 기능, 수행, 환경 소양과는 다른 개념적 특징을 갖는 것으로 나타났다. 역량은 단계별로 단순하고 자동화되며 기초적인 수준인 기능 이상의 의미를 가지며, 관찰 가능한 부분에 초점을 둔 수행과는 다르고, 또 생태학적 지식에 기초를 두는 환경 소양과 동일한 개념이라고 보기 어렵다. 또 그 동안 환경교육에서 주요한 역량의 흐름인 행위 역량과 세 가지 종류의 역량 대한 정의를 살펴본 결과 환경교육에서 역량은 competency를 지양하고 competence 또는 key competencies 지향해야 한다는 것을 알 수 있었다. 특히 환경교육에서는 다양한 상황에 적용 가능하고, 개인과 사회, 그리고 자연의 지속가능성을 추구하는 가치 지향적 성격을 가져야 하며, 모든 사람이 갖추어야 할 능력으로서 핵심역량이 필요하다. 이러한 특징을 기반으로 본 연구는 역량 개념을 환경교육 활동에 적용할 때 요구되는 환경교육에서의 핵심역량의 개념을 제안하고자 하였다. The purpose of this study is to define the concept of key competencies in environmental education by investigating various ability concept it has been defined in environmental education and, drawing out the concept of competencies in environmental education from various definitions of competence, competency, and key competencies. Above of all, competencies. Above of all, key competencies are different from the concept referring to skill, perform, environmental literacy. Competence does not have the same meaning of skill because skill refers to simple, automated, basic level. Also, competence is not a perform that focused on the observed point. And competence does not have an environmental literacy that based on ecological knowledge. Along with various concepts of competence,the competence of environmental education ought not to be competency but competence or key competencies. In environmental education, it needs to be available in various situation, toward sustainability in individual, social, natural level, and educate to all people. Finally this study suggests that the concept of key competencies in environmental education should be used in a way that the concept of competence could be actualized.

초등학생의 환경정서가 환경책임행동에 미치는 영향

강민정 ( Kang Minjeong ),류재명 ( Jae Myong Ryu ),김종균 ( Jong Kyun Kim ) 한국지리환경교육학회 2015 한국지리환경교육학회지 Vol.23 No.3

환경문제가 세계적으로 심각하게 대두되면서 이제, 환경교육은 선택이 아닌 필수교육으로 자리잡고 있다. 최근의 환경교육은 ‘정서(emotion)’의 개념이 중요하다. 환경교육이 교수학습방법으로 뉴스, 신문, 광고 등의 환경커뮤니케이션을 자주 활용하기 때문이다. 다양한 커뮤니케이션은 정서를 수단으로 하여 공감을 이끌어내는 경우가 많다. 이에 환경교육의 목표인 환경책임행동을 이끌어내는 데 적절한 정서를 찾는 것은 매우 중요하다. 그릇된 정서로 인해 자극적이고 편향된 시각을 제공할 수 있기 때문이다. 따라서 본 연구는 환경책임행동을 이끌 수 있는 환경정서를 발견하고자 실험연구를 구성하였다. 이를 위해 초등학교의 5, 6학년을 대상으로 환경문제와 관련된 정서를 설문하고 문헌연구를 더하여, 환경정서인 경외, 동정, 공포, 죄책감을 대표적 정서로 선정하였다. 실험연구 대상으로 서울시 송파구 3개 초등학교의 399명에게 사전 환경책임행동을 설문하고, 개발된 정서별 텍스트를 읽도록 한 후 사후 설문을 하여, 정서가 초등학생들의 환경책임행동에 미치는 영향을 분석하고자 하였다. 그 결과 첫째, 초등학생들의 환경관련 정서를 대표적으로 경외, 동정, 공포, 죄책감으로 분류하였을 때, 환경정서가 환경책임행동에 미치는 영향은 차이가 있었다. 정서를 활용한 환경교육은 모두 효과적이었으며, 하위범주에 따라 유의미한 차이가 있었다. 둘째, 긍정적 정서가 부정적 정서보다 초등학생들의 환경책임행동 변화에 도움을 주었다. 본 연구는 환경정서와 환경책임행동과의 상관관계를 밝혀 환경교육에서 사용할 수 있는 적절한 정서선택을 돕고자하였다. 특히 환경교육을 위한 환경커뮤니케이션에서, 정서를 효과적인 설득기제로 선택하기 위해서는 환경정서와 환경책임행동의 하위범주별 영향관계를 주목할 필요가 있겠다. As the world faces today a set of serious environmental issues, the environmental education is an option, it is rather a required education course. Currently, a concept of ‘emotion’ is the most crucial factor in recent environmental education attributed to the environmental communication methods such as news, newspaper, advertisement, etc. that are often used in training. A diverse communication uses emotion to draw sympathy. It is, therefore, very important to find appropriate emotion to draw a goal of provocative and biased perspective. Therefore, this experimental study was performed to identify the environmental emotion that can lead the environmentally responsible behavior. Thus, the emotional reactions toward the environmental issues were investigated among students currently attending 5th or 6th grade in the elementary school in addition to literature study. A sense of reverence, sympathy, fear and sense of guilt were selected as a typical emotion. Then, 399 students attending in 3 elementary schools located in Songpa-gu, Seoul-si were selected as a participant in the experimental study performed to identify the effects on the environmentally responsible behaviors in those elementary school students. As a result, the effects of environmental emotion on environmentally responsible behavior were shown to be different in the experimental study. The emotional educations were shown to have positive impact and a significant difference was observed upon the lower category. Second, the positive emotion was shown to positively effect the environmentally responsible behavior in elementary school students than the negative emotion. This study was carried out to identify the relationship between the environmental emotion and the environmentally responsible behavior to help choosing an appropriate emotion in the environmental communication and education.

에너지시설에 관한 친환경 메시지 디자인이 대학생의 태도에 미치는 영향

서은정(Eun-Jung Seo),김태연(Tae-Yeon Kim),류재명(Jae-Myong Ryu) 한국환경교육학회 2012 環境 敎育 Vol.25 No.2

This research aims to identify the effect of message design on university students’ attitude toward the BIPV (Building Integrated Photovoltaic) and find out its educational availability and implications in environment education. For this purpose, we conducted a survey on questionnaires answered by 244 students of S university at lunch time in the school restaurant with the imaginary scenario that it is required to increase the food price due to photovoltaic-equipment. The students were divided into 9 groups and according to whether the eco-friendly message components are offered and the different rate of a rise in the foods’ price. In order to look over various aspects of attitudes, the questionnaires are subdivided into 2 parts according to the classification of attitudes; the preference as an cognitive-affective attitude and the intention of visit as an behavioral attitudes. The results of this study are summarized as follows; (1) The eco-friendly message design has a significant effect on students’ attitude. (2) If given explanation including information regarding eco-friendly facility and marking eco-friendly’ adject, it has an positive influence on students’ preference and intention of visit. (3) It is more effective to offer the information about the reason why the cost increase than just explain the eco-friendly characteristics of object as the message design strategy to attract student’s positive attitude. (4) Although it is required to burden a certain scale of cost, students show higher preference and intention of visit if given the eco-friendly message design.

지리교육내용의 계열적 조직방안에 대한 연구

류재명 한국 지리·환경 교육학회 1998 한국지리환경교육학회지 Vol.6 No.2

The curriculum of geography education has been revised recently and it should be an ongoing process to reflect the changing realities. This paper intends to anatomize the problems of current curriculum of geography education and to present a sequential framework from primary, middle to high schools focusing on the regional scale and theme to be dealt with in geography education. The problems of current curriculum of geography education are: (a) the systematic and regional order of mixed format, which assumes that regional understanding is achieved by accumulating numerous facts, (b) the extensive coverage of regions and their details, which is mainly proceeded by providing facts and information for all regions, and (c) the repeat of similar contents extending only geographic scales from neighborhood to world at different school levels. In these the presented facts and details are difficult to be interrelated and similar in whatever scale of regions are dealt. Also 'geographical perspective,' 'way of perceiving regions,' or 'ability to interpret and explain regions' is hard to be achieved in the extensive coverage of all regions. This paper suggests sequential contents of geography education with respect to the problems mentioned above. It centers on that the regional scale and the depth of the contents could be differentiated and specialized in primary-to-high school levels. At the primary school, the spatial differentiation of the world regions is taught broadly and students achieve geographic perspectives and skills from classroom activities on local areas. At the middle school, each of the meso-scale regions with particular reference to the natural environment becomes the focus to highlight environment-man relationships. The high school level focuses on the theories or concepts of spatial system and change in small scale regions. The regions are prototypes to apply theories and concepts and understood closely as well.

探究授業의 論理와 探究活動의 解析

柳在明 釜山大學校 師範大學 1993 교사교육연구 Vol.26 No.-

The purpose of this article is to clarify the philosophical background of the discovery method, and to interpret problem-solving activities. In the learning by discovery, the scientific method is the model of students' problem-solving, and students are to be conceived of as miniscientists. By the way there is a tendency to brand all 'scientific' epistemology as 'positivism'. This tendency clearly fails to recognize the wide variety of views held in scientific epistemology. General thinking about the discovery method results from this tendency and Bruner's idea. Generally, most of teachers think that the discovery method is an alternative method which could improve the teaching in the class, however, it is difficult to apply to school, because of class size and other educational infrastructure. Bruner shared with the positivist, and .his discovery method came from the positivistic conception of scientific method. It emphasizes obtaining knowledge for oneself by using one's own mind, and learning by doing. Its purpose is to make the student as autonomous and self-propelled a thinker as possible. But dissatisfaction has been expressed against the emphasis placed upon the positivistic mode of inquiry as the method of problem solving in classrooms. The notion about discovery method restricted to simple positivistic approaches seem to abort other types of thinking that have at least as strong as a claim to instruction worthwileness. And it is not. efficient or possible for the students to find out everything for themselves. Because it would be far too time-consuming for everything to be found out in this way. Besides students are not expected to discover worthwile scientific problems on their own. Therefore, if we adopt the problem-solving approaches of the hard scientists, then teaching and learning will be difficult. We have to get free then teachers and students out of the dictates of authoritarianism. According to the Kuhn's conventionalism, paradigmatic knowledge is essential in education. Students were to master these paradigmatic knowledge and modes of thinking in order to do future intellectual work. Thus, rigorous and progressive undertakings were essential for the students. A scientific discovery might be made by accident, but the point to notice is that these accidents only happen to people with a certain kind of training and with certain things preoccupying them. A person who does not possess the knowledge could not be a discoverer. Accordingly, teachers have to encourage students to attack certain problems with rigour and paradigmatic logic. By the way, according to the realistic conception of scientific method, Problem can be solved by dialectic thinking between the abstract and the concrete. If we adopt the realistic epistemology and methodology of science in the organization of the learning activities, it would be valuable to provide concrete examples or models of real world. and oppotunities need to be given for exercising judgment in applying the concepts, principles and criteria in a suitable forms of cases. From the analysis of current debates in scientific methodology, we can say that there are many sorts of the methods and methodology of inquiry, and there are plural problematics. And choosing a particular problematic tends to insulate inquiry and problem solving against other problematics. Therefore, scientific method must not be restricted by the positivist notions of science. What method to adopt in teaching or what kind of approach to use, depends on the specific sorts of thing we wish to teach and the various psycholosical and other conditions which bear upon being effective in teaching. Consequently from this analysis, author can suggest that many of the models of problem-solving program of school have to be developed. Then it could provide teachers with a powerful arsenal which may be used to assist students in exploring possible solutions to the problems.