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초록·키워드
The purpose of this study is to understand how the unit objectives and contents associated with environment are reflected on the 6 kinds of chemistry-Ⅰtextbooks in the 7th curriculum and to present how to deal with the environmental education in chemistry-Ⅰ. The results of this study are as follows.
First, units associated with environment account for an average of 43.7% on chemistry-Ⅰ in 7th curriculum. Second, contents of units related to environmental education on chemistry-Ⅰ in 7th curriculum are environmental pollution(17.8%), environmental preservation and environmental pollution prevention(15.9%), environmental hygiene(12.2%), and any other things, Environmental pollution takes up a considerable part of environmental education. Third, the results for analyzing the objectives of chemistry-Ⅰ in 7th curriculum show that Informatio n?Knowledge?Awareness(34.0%) and Skill (29.9%) take up most parts. Fourth, Orientation (I) as analysis standard for objective of the units related to environmental education accounts for 10.2% of the total. It is clear that environmental education is carried out from STS point of view.
In conclusion, environmental education in Chemistry-Ⅰ focuses on fostering students' ability to apply the fundamental notion of chemistry to real life associated with environments. Therefore, it is necessary that environmental education in Chemistry-Ⅰ should include value, attitude and participation and that improve students' ability to approach the environmental problem comprehensively.
First, units associated with environment account for an average of 43.7% on chemistry-Ⅰ in 7th curriculum. Second, contents of units related to environmental education on chemistry-Ⅰ in 7th curriculum are environmental pollution(17.8%), environmental preservation and environmental pollution prevention(15.9%), environmental hygiene(12.2%), and any other things, Environmental pollution takes up a considerable part of environmental education. Third, the results for analyzing the objectives of chemistry-Ⅰ in 7th curriculum show that Informatio n?Knowledge?Awareness(34.0%) and Skill (29.9%) take up most parts. Fourth, Orientation (I) as analysis standard for objective of the units related to environmental education accounts for 10.2% of the total. It is clear that environmental education is carried out from STS point of view.
In conclusion, environmental education in Chemistry-Ⅰ focuses on fostering students' ability to apply the fundamental notion of chemistry to real life associated with environments. Therefore, it is necessary that environmental education in Chemistry-Ⅰ should include value, attitude and participation and that improve students' ability to approach the environmental problem comprehensively.
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UCI(KEPA) : I410-ECN-0101-2009-370-016818964
