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http://dx.doi.org/10.14578/jkfs.2021.110.4.689

A Study on Content Analysis and Types of Forest Education According to the 2015 Revised Curriculum  

Choi, Seon Hye (Forest Human Service Devision, National Institute of Forest Science)
Ha, Si Yeon (Forest Human Service Devision, National Institute of Forest Science)
Publication Information
Journal of Korean Society of Forest Science / v.110, no.4, 2021 , pp. 689-710 More about this Journal
Abstract
The purpose of this study was to analyze contents of the elementary school textbooks on 'Forest Education' based on the 2015 revised curriculum. This study is designed to determine the status of forest educationrelated content in the curriculum. Thetypesofforesteducationintextbooksweredividedintoanalysis. In addition, the standards of achievement of the curriculum were analyzed into the areas of forest education curriculum to determine the similarities between the curriculum and the achievement of forest education. This study shows that, first, the field of knowledge in forest education was included in all subjects and grades except mathematics. It noted that the curriculum includes areas of knowledge that directly convey knowledge related to forest education. This showed that the forest education knowledge area is linked to various courses. Second, the types of forest education included in the curriculum appeared differently depending on age. In the lower grades, there was the most information on the tools and sensibilities of forest education, and in the higher grades, the more knowledge and value-related areas were addressed. As the school year increases, so do forest education levels. Third, when analyzing the achievement criteria in the curriculum, the curriculum achievement criteria included key points in forest education. Thus, this study confirmed the link between the curriculum and forest education.
Keywords
education curriculum; forest education; text book;
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