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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
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The aim of this study is to establish an object of environmental education in liberal arts, and to develop a learning program and search for the most effective environmental teaching method.
At first this study analyzed the current situations and problems of the present environmental education in the liberal arts. As a result of this analysis, I found that, most of environmental educations have been conducted mainly by an approach of natural science, inevitably they should have limits in which students can't have holistic view in solve the environmental problem. Due to the fact that, many students were attending lectures, teaching methods were limited in the forms lecture and video tapes.
As I applied educational programs with various teaching methods for students in order to change cognition and value toward environment, I found that there was no significant difference of cognition even after applying the programs. This may be interpreted as, most students already had very sound and sustainable environmental view.
But some programs with teaching method using role play, debate, cyber-debate lead students to have interest in environments, thus actively participating in the class. These methods, taking into consideration, the hundreds of enrolled students, seem to pose a problem in actual application.
The most important matter is, how to develop a cognition and value toward environment into environmental behavior. Therefore, in the future, aim is to study what determines the factors for causing environmental behavior from a cogintion and value of the environment, and a development of programs in this regard will be necessary.
At first this study analyzed the current situations and problems of the present environmental education in the liberal arts. As a result of this analysis, I found that, most of environmental educations have been conducted mainly by an approach of natural science, inevitably they should have limits in which students can't have holistic view in solve the environmental problem. Due to the fact that, many students were attending lectures, teaching methods were limited in the forms lecture and video tapes.
As I applied educational programs with various teaching methods for students in order to change cognition and value toward environment, I found that there was no significant difference of cognition even after applying the programs. This may be interpreted as, most students already had very sound and sustainable environmental view.
But some programs with teaching method using role play, debate, cyber-debate lead students to have interest in environments, thus actively participating in the class. These methods, taking into consideration, the hundreds of enrolled students, seem to pose a problem in actual application.
The most important matter is, how to develop a cognition and value toward environment into environmental behavior. Therefore, in the future, aim is to study what determines the factors for causing environmental behavior from a cogintion and value of the environment, and a development of programs in this regard will be necessary.
목차
Abstract
Ⅰ. 서론
Ⅱ. 연구내용 및 방법
Ⅲ. 연구결과 및 논의
Ⅳ. 결론 및 제언
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UCI(KEPA) : I410-ECN-0101-2009-370-014317224