3. p rogram
name_ โโผvironmentโ
Kim Jooyeon, Park Suyeon, Lee Juyoon, Jung Suhyun
This program is made in consideration of the limit of the current
environment education. The on going environment education is focused solely
on the 'nature' regardless of the recent environmental issues such as
sustainable development. Moreover, it is concerned only with theoretical
learning, not practical learning. Due to these aspects, most learners in urban
areas consider the environment education as learning the environment that is
separated from the reality. Not only that, the current curriculum regarding
the environment education in Korean middle school is left to the schoolโs
discretion, resulting in only 13.4% of school teaching the subject. In addition
to having a limited amount of the contents concerning the environment
education,
the sense of necessity in teaching the environment education is
lacking as well.
It was this point where the program starts. Prior to the explanation of the
program, it is crucial to be fully aware of the introduction of the advanced
cases. Within this proposal, the cases of the three nations in Europeโฏ
Switzerland, Netherlands, and United Kingdomโฏwere analyzed. In short, four
common features were noticed from the analysis. First, the environment
educations in all three nations are authentic and experience-oriented. Second,
the sustainable environment educations are provided in all three nations.
Third,
all
three
nations
merged
other
subjects
with
the
environment
educations. Fourth, all nations regard environment education as one of the
civic responsibility and offers the subject professionally. Taking these cases
into account, it is obvious that the Korean environment education has many
limitations. Thus, the proposal is to construct an appropriate environment
education program for highly urbanized Korea, taking various factors into
account.
The aim of the program is to suggest a new environment education which
acknowledges the current problems regarding the subject along with the
advanced cases as references. To begin with, the environment in this
proposal indicates not only the biosphere and ecosystem but also the
geographic and human environment. In other words, the concept of the
environment should be understood as an environment which includes human
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4. being in it. In order to elaborate this, the newly defined STEAM, the
improved version of the original STEAM which indicates the emergence
between subjects, will be utilized as a foundation of the concrete design. The
new STEAM is the abbreviated form for Sustainable, Task-based learning,
Enriched technologies and resources, Active experience, and Merging subjects.
This concept enables not only the acquirement of environmental knowledge,
but the establishment of the cognition and attitude that mankinds are to
interact with the surrounding The STEAM was employed as a core factor of
the educational progress and the setting of the education.
The main shaft of the educational progress is "Sustainable". The three year
program was divided into two sections. The first section, the freshman year,
uses โTask based learningโ and โMerging subjectsโ as a ground for the
intellectual side. The second section, the sophomore and senior year, a more
realistic
and
experience-centered
environment
education
based
on
the
knowledge achieved from the first section were arranged. The setting of the
education is designed based on the โEnriched technologies and resourcesโ
and
โActive
experiencesโ
from
the
rearranged
STEAM.
Initially,
the
environment education is practiced using the school's database. The main
areas that the environment education takes place are smart-environment
classroom,
cafeteria
smart-environment,
and
a
farms.
natural
First,
in
communication
the
of
classrooms
with
the
students
with
the
environment is preferred through the use of 3D holograms based on the five
senses and skills. In this way, the classroom itself is reconstructed as a one
educational setting when teaching the environment education. In cafeteria
and farms, the environment education is provided in relation with the Food
mileage. Through the Food mileage, students can be aware of that the food
they
chose
is
also
related
to
environment.
Experts
of
each
subjects
accompany for all education programs and the setting of education.
The program holds two significances. First, it is an environment education
adequate for the city. And second, it offers a sense of specialty for the
environment education.
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