The reclamation of Saemangeum area in the west coast of Korea implied for a variety of lessons in terms of environmental study and education. The adult residents' self-learning started to overcome regional environmental problems. With the meaning of implements for the shellfish gathering, “Gre” was designated by the local residents to activate and promote learning of their own culture and ecosystem in the tidal wetland area. This learning process has an emphasis on understanding and reinterpretation of life, culture and labor in the relation with communication among community members and reconstruction of reality through the process of self-learning.

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  An ozone depletion model experimental device was developed to deepen understanding of students for the issue of ozone depletion and to give them concern. Both of “Instruction manual of the device” and “Text book about the issue of ozone depletion and the model experimental device” were edited. The experiment and an illustration of ozone depletion mechanism were taken up in classes of environmental education in elementary schools, junior high schools and senior high schools, questionnaires to students were carried out before and after the class. The questionnaire result of the student who carried out to the experiment, and the student to whom ozone layer depletion was explained using figures was compared, and the effect of the experiment was proved. The manual and textbook were improved by the questionnaire result of a teacher. Furthermore, the safety of the experimental device was examined and the important matter when advancing an experiment was also shown.

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  This survey by questionnaire was carried out about teachers' attitudes toward the effect of education reform on environmental education. The following subjects are considered:.
  1) Usefulness of environmental education for the improvement of scholastic ability
  2) Efficacy of environmental education in school discipline
  3) Influences of reduction in hours spent in Period for Integrated Study on environmental education
  4) Influences of the evaluation of schools and teachers in accordance with scholastic ability of students on environmental education
  5) Influences of school choice system on environmental education
  6) Strategies which ensure compatibility between improvement of scholastic ability and that of environmental education
Finally, I make some suggestions pertaining to environmental education in Japan.

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