융복합을 통한 생태교육 방법론1

Abstract

This study starts from worrying that how can we do effective ecological education in secondary school curriculum. The purpose of this study is intended to present a variety of teaching methods that can lead to convergence of ecological paradigm change, ecological awareness and values through ecological education. Korea enacted the Environmental Education Promotion Law in 2008. This means that environmental education is conducted in the pan-governmental level, and it is much increased the awareness and importance of environmental education. In addition, it also means the urgency of systematic environmental education. Ecological education also needs to adult learners, but for the youth who has not yet established values, the ecological education is more important and necessary. Because studying in adolescent years is much stronger than the adult learner who established values in absorbing ability to accept education, and it is highly likely that we can see a much greater educational effectiveness. This paper is largely divided into the methodological and contents aspects as convergence ecological education methods. The methodological aspect suggests convergent cooperative learning, linkage between outside 84 문학과 환경 15권 4호educational institutions and learners, practical convergence through ecological experience, and convergence through the use of media. The content aspect presents composition of subject and curriculum, content convergence of subject and nonsubject, divergent convergence through humanities, and convergence through ecological keyword. In the future, in-depth study on various contents of education and effective teaching and learning methods is needed for effective ecology education. In addition, it is imperative to cultivate instructors capable of ecological education. Because ecological education is the present form and the future type, and most of all, education of practice should be carried out.