The purpose of this study is to find the meaning of the good class, and based on this, situation of environmental education in high school is researched. Through those above processes, desirable direction of the environment class is suggested. For this study, we are trying to reflect the characteristics of environmental education on the general good classes, and from this, the meaning of good environment class is known. Moreover, for this study, we choose environment classes from four high schools leading by environment major teacher. From those four classes, we analyzed these things: educational situation of environment class, teachers' interviews. All of these are for analyzing environment class with the view of good environmental class. A well-formed environment class manifests the features of environment education in all aspects of teaching and learning process, including learning objectives, learning materials, procedures, and evaluations. Furthermore, it should be 'student-centered' class in which active interaction among the learners or between the instructor and the students is considered most important. Students are not the passive receiver, but rather, they actively participate in the learning process by reorganizing the knowledge as they experience and become independent learners who are actively involved in the problem-solving process. In this way, we can generate a great deal of students' interest and motivation, which in turn makes the class interesting, enjoyable, full of energy and still effective. If there is the class reflecting the factors of environmental education above good class' ways, it will be the good environment class. In the current situation of environment class, the rate of student's class participation and study activity was low. This tendency is not too different between four groups except students' support to teachers. This result means that learners' will to participate in their classes actively is not high. Moreover, about 46.3% of students did not understand some parts of new knowledge and about the parts, students' solution was 'does nothing' and the rate was also so high. Teachers tried to make their class with considering students' interest, and focusing their learner's real life. However, learners are all general education high school students, so teachers have aversion about making their students heavy activities.

This research aimed for revealing social interaction-based environmental learning elements at the natural history museum. First, we carried out a survey of the perceptual change about 'the environment' concept. It was for confirming whether environmental learning occurred in visiting. Second, we found environmental learning elements through analyzing dialogues among small group members during looking around the museum. Social interaction-based environmental learning elements were classified into five; knowledge, affection, value, skill, behaviour. Each environmental learning element included several sub-elements, so we revealed totally 9 environmental learning sub-elements. By results, we said characteristics and possibility of the natural history museum as an informal environmental educational institution. It is meaningful for extending areas of environmental education.

This study was performed to know about the conformity tendencies of adolescent and adult groups based on lectures of the expert on the topic 'the cicada'. Characters of each lecture were 'he pure natural science', 'positiveness', 'negativeness' and 'neutrality,' and then attitude changes on the cicadas were investigated with a questionnaire. Consequently, half of the adolescent and adult groups thought of the cicadas' sounds as 'noise' through mass communications respectively. They had a neutral attitude, neither positive nor negative, on cicadas' sounds in the beginning. Attitudes of the people on the cicada, however, were changed positively only with a pure natural science lecture. In this case, the adolescent group was more prevalented by the lecture than the adult group. In other words, the positive-based lecture affected them positively, while the negative-based lecture affected them negatively. The conformity tendencies of adolescent groups participating in the positive-based lecture were substantial. In conclusion, as we can see from the so-called Kohlberg's 'stages of moral development', conformity tendencies of attitudes towards cicadas' sounds were generally much more prevalent in the adolescent group, compared with the adult group, even though there are some differences in subcategories.

The purpose of this study is to develop an environmental report for children and to examine the learning effects of the environmental report on elementary school students. This study is carried out by the survey. The results of this study are as follows. First, the Environmental Report for children, which consists of 8 subjects related to the environmental policy in Korea. 1) Green Growth and Sustainable Policy, 2) Climate Change, 3) Water Supply and Sewage Policy, 4) Sustainable Watershed Management, 5) Conservation of Biodiversity, 6) Resource Recirculation, 7) Environmental Health for Children, and 8) Environmental Dictionary, was systematically developed. Second, the Environmental report developed was examined the effects to third and fourth grade elementary school students in Incheon and Daegu. By dividing elementary school students into two groups: A Control group and an Experimental group, the lessons were respectively executed. In conclusion, the Environmental Report leads to good effects when it is applied to both Environmental Education and the public relation of the Environmental Policy in Korea. Finally, it would be expected to be efficient in learning Sustainable Development and the Environmental Policy.

The purpose of this research is to find out teachers' understanding and recognition about the water and the water environment education and to suggest the strategies of water education at school based on survey results. Results of the study are as follows: First, teachers had high level of water related knowledge and awareness about importance of the water environment education. However, they showed low level of environment educational efforts and environment protection behaviour in daily life. Second, they had a little chance to have the educational training for the water environment education. Third, the water environment education at schools has been made in very restricted areas such as water related scientific knowledge and water pollution. Fourth, teachers pointed out the biggest obstacle for the water environment education would be the lack of teaching materials and the second biggest one was the lack of educational facilities at schools. Based on the survey results, it was found out that in order to improve the water environment education at schools, substantial research by the teachers shall be implemented for all teachers of every subject to build up their capacity in adapting the water education to their subjects.

연구의 목적은 고등학생들의 물 문제와 관련한 환경과학적 소양과 태도를 이해하기 위한 것이다. 2010년 1학기 동안 서울시 소재 공립 국제고등학교 남 녀 학생 123명을 대상으로 물에 관한 환경과학적 소양과 태도에 관하여 연구하였다. '물에 관한 환경과학적 소양검사'(ESLW)와 '개정 친환경적 태도검사' (Revised NEP scale)를 사용하였으며, 검사 결과는 기술분석과 내용분석을 하였다. 연구대상 고등학생들은 물 자원 보존의 필요성을 인식시키는 것이 중요하다고 하였으나, 자신들의 실제적인 물 사용 태도와는 거리가 있었다, 또한, 이들은 물의 상태변화에서 비가시적인 현상이나 수계 사이의 물질변환에 대한 과학적 이해에 어려움을 겪었으나, 상당한 수준의 친환경적인 태도를 나타내었다. 이러한 결과에 기초하여 연구자들은 물 환경과 관련한 과학적 이해, 물 문제에 관한 환경과학적 지식과 실제적인 경험 및 친환경적 태도간의 차이를 좁힐 필요가 있다는 점을 발견하였으며, 이는 물 부족문제와 수질환경, 그리고 수자원 보존과 관리에 관한 과학적 이해를 위한 좀 더 통합적이고 간학문적인 과학교육과정의 필요성을 시사한다.

The Water Environmental Education Program Using Streams(WEES) is developed to help the teachers increase their professionalism of incorporating a local environment into their inquiry teaching. The purpose of this study is inquiry about the 'Baig Cheon' stream with the perspective of environmental studies for WEES. Through these studies, we tried to get the background information in 'Baig Cheon' and profound insights into application of WEES. The 'Baig Cheon' was examined from the perspective of environmental studies through literature study, field study, and water quality monitoring. The results revealed the characteristics of the 'Baig Cheon' that ran across a rural area in terms of the watershed boundaries, water systems, and water usage. The changes to the water quality items were observed according to the spatial distribution at the measuring points across the watershed for six months from March to August, 2007. The results indicate that the water quality of the 'Baig Cheon' could well be affected not only by the natural and environmental conditions such as the geological features, but also by the human activities including the land uses in the surrounding roads, rice fields and farms and the water supply and usage. The inquiry of the 'Baig Cheon' from the perspective of environmental studies will hopefully make the education and inquiry process of WEES more meaningful and in-depth and contribute to providing better environmental education that properly reflects the nature of inquiry from the perspective of environmental studies.

The purpose of this study is to develop criteria that can evaluate the application and implementation process of Education for Sustainable Development (ESD). The subject of study is: What are the criteria to evaluate the degree of implementation of ESD in schools, and how can they be developed? In addition, the criteria questions for ESD were conducted by teachers from research and model schools in T city which applied ESD in school education. As a result, evaluation criteria questions have 3 major, 16 medium and 105 minor categories, which can evaluate ESD in school education by using a total of four kinds of analysis framework including the ESD criteria questions of ENSI (Environment and School Initiatives).

The purpose of this study is to investigate the elementary school teachers' perception about the aquatic ecosystem restoration and confirm their ideas about factors for successful restoration and the effective direction of education for the aquatic ecosystem restoration. In order to analyze teachers' thoughts about the aquatic ecosystem restoration, in-depth interview was conducted to three elementary school teachers. Then, answers of them were transcribed and analyzed by similarities and differences among subjects. The results are as follows. Elementary school teachers thought about aquatic ecosystem restoration was divided into rehabilitation and remediation. They recognized that factors for successful restoration are the restoration to natural conditions, providing persistent benefit to local residents, and the participation of local community in the process of restoration. Teachers think that they must have correct knowledge and perception regarding the aquatic ecosystem restoration. They also think that contents about the aquatic ecosystem restoration should be taught in elementary school. They mention that they may leach students about the aquatic ecosystem restoration in discretionary activities class and extracurricular activities class. They also mention that the education for aquatic ecosystem restoration might be handled within diverse subjects.

The purpose of this study was to develop the environmental issues instruction materials for elementary students based on IEEIA model, and to investigate the influence of on environmental literacy of 6th graders in elementary school. A reconstructed questionnaire through Jin(2004)'s test tool is used to survey the effects of applying an environmental issue instruction materials. The i-STATistics program is used to analyze the results. The results of this study are as follows. First, this instruction materials had a positive effect on elementary school students' environmental literacy in environmental issue. Second, according to qualitative analysis, students appear to be more concerned and interested in the environment and environmental problem while participating in an environmental issue instruction based on the IEEIA model. In conclusion, the environmental issue instruction materials has a positive effect on environmental literacy. Therefore, this environmental issue instruction is meaningful as a new environmental education method, and it is necessary to more intensively and systematically research on the teaching-learning activities related to this study.