환경기초 인적자원개발을 위한 교사의 환경소양 및 친화행동모델과 관련변인 고찰

• 영문명: Teachers’ Environmental Literacy & Friendly Behaviors and Its Variables for Eco-Based HRD
• 발행기관: 한국실과교육학회
• 저자명: 신윤호(Shinn Yun Ho) 김형균(Kim Hyung Gyun)
• 간행물 정보: 『한국실과교육학회지』제14권 제2호, 41~70쪽, 전체 30쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2001.06.30

영문 초록

The objectives of the study were to: 1) extract the seriousness of and the importance of teachers’ environmental literacy and environment-friendly behaviors in elementary school. 2) determine the relative strengths of the relationships between each of these variables and environmental behavior, and 3) formulate a model of environmental behavior representative of the findings synthesized in the study. The major findings of this study were as: The variables were found to be associated with responsible environmental behavior: knowledge of issues, knowledge of action strategies, locus of control, attitudes, and an individual’s responsibility. Lewin’s field theory and life-span development theory provided the theoretical basis for the development of a model of environmental education commitment. In brief, this model assumes that different types of life experiences affect attitude toward teaching model of environmental education. Commitment, subjective norm and perceived behavioral control. These variables, in turn, affect teachers’ commitment to teaching environmental education. A teacher’s outdoor recreation experiences and perceived control about teaching are two key constructs that have a direct effect on commitment to environmental education. Environmental sensitivity, an important variable in environmental awareness and in the predisposition to take responsible environmental action were associated with teachers’ environmental attitude outcomes and friendly-behaviors in each.

목차

Abstract

Ⅰ. 서론

Ⅱ. 환경소양의 개념, 특징 및 구성요소

Ⅲ. 친환경 행동의 개념 및 분류

Ⅳ. 친환경 행동의 기초 이론

Ⅴ. 친환경 행동의 모델

Ⅵ. 환경소양 및 친환경 행동의 연구동향

Ⅶ. 친환경 행동의 관련변인 고찰

Ⅷ. 결론 및 제언

참고문헌