earticle

영어

The purpose of this study were to examine relationship between emotional quotient, cognition of living environment and practice by measuring elementary school students' emotional quotient, cognition of living environment and practice, and to present a method of inspiring elementary school students' environmental consciousness and a direction of environmental education in elementary schools.
To achieve the above purposes of this study, theories and literature on emotional quotient and environmental education were considered. In addition, a questionnaire sheet was drawn up to measure emotional quotient, cognition of living environment and the degree of practice. A total of 250 questionnaire sheets were distributed to sixth graders at six rural schools in Gyeonggi-do and Chungcheonnam-do and an urban school in Ansan-si, Gyeonggi-do. Of these, valid questionnaire sheets were collected from 128 sixth graders in the urban area and 118 sixth graders in the rural areas, so a total of 246 questionnaire sheets were analyzed.
As for statistical methods used in this analysis, frequency, percentage, t-test, F-test(one-way ANOVA), and correlation analysis were conducted and Scheffe-test was carried out as a post-test at 5% significance level.
The results of this study were summed up as the following:
(1) As a result of analyzing relationship between emotional quotient, cognition of living environment and practice depending on sex, significant difference was not indicated at 5% significance level.
(2) As a result of analyzing relationship between emotional quotient, cognition of living environment and practice depending on place of residence, significant difference was indicated in place of residence and the degree of practicing environmental preservation at 5% significance level.
(3) As a result of analyzing relationship between emotional quotient, cognition of living environment and practice, significant difference was shown in students' attitude and practice to preserve environment of sub-domains of cognition of living environment and practice at 1% significance level.
(4) As a result of analyzing correlation between emotional quotient, cognition of living environment and practices, significant correlation among them was shown at 5% significance level.
Judging from the above results, the relationship between emotional quotient, cognition of living environment and practice was significant. Thus, the degree of students' emotional quotient must be considered in implementing environmental education. In addition, the higher students' emotional quotient was, the more positive attitude to preserve environment students showed and the more actively students participate in environmental preservation. Therefore, it is required to provide students with programs for environmental education considering direct and indirect various emotional quotients in future environmental education.