• Journal of Korean Society of Forest Science
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• v.110 no.4
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• pp.689-710
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• 2021

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.

• Journal of Korean Society of Forest Science
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• v.108 no.4
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• pp.645-654
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• 2019

The purpose of this study was to analyze the current status of and necessity for forest education in Korea in order to promote educational programs on the topic among different age groups. A survey conducted among 1,542 adults nationwide indicated that different age groups had variable degrees of awareness and experience of forest education programs. Specifically, older people responded more positively in terms of awareness, experience, and willingness to engage with forest education programs, and engaging in individual holistic development. In addition, participant companion types and motivation for participating in forest education programs were different among age groups. Regarding motivation for participating in forest education programs, all groups answered, "to enjoy the forest landscape," "to experience new things," and "to refresh themselves." In particular, individuals in their 30s had a desire to learn, while those in their 50s had a desire for a healthy lifestyle. Additionally, people in their 40s showed the highest participation rate in forest education programs, alongside their children and family members. In terms of operating period, older individuals preferred long-term operating programs. Accessibility was the most important factor for all age groups when selecting forest education programs. We hope that this study will be useful for the development and promotion of forest education programs for all age groups.

• Journal of Korean Society of Forest Science
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• v.107 no.4
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• pp.428-435
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• 2018

The purpose of this study is to analyze the satisfaction level of regular safety education to reduce and prevent accidents of forest workers. To achieve this goal, a questionnaire survey targeting 362 members of forest working group in National Forestry Cooperative Federation on the status of safety education, requirements for improving safety education, and satisfaction level of safety education. As a result of the analysis, the majority of the respondents said that the safety education should be improved by adding more training related to forestry work and practical education rather than the current lecture. In the effective safety education cycle, 43.8% of respondents said that the most effective once a week, and the most important factors that affect the satisfaction of safety education were the safety method and teaching ability, which were statistically significant.

• Proceedings of the Korean Society for Environmental Edudation Conference
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• 2003.12a
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• pp.40-58
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• 2003

• Journal of Korean Society of Forest Science
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• v.109 no.3
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• pp.333-340
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• 2020

The aim of this research was to investigate how a family forest education program can improve communication skills, parenting efficacy, and family strengths. For this study, 165 people answered survey questions. The sample group included 103 parents, and 62 children, all of which were family forest education program participants at the National Center for Forest Education, in Hoengseong, Korea. Surveys were conducted before and after participants had taken part in the program. Demographic information, motivation, satisfaction, communication skills,and parenting efficacy were investigated in the surveys. The results showed a statistically significant increase in the level of family strengths of parents and children after the program. Moreover, the program improved parenting efficacy, and parent-child communication skills, which are deeply related to family strengths. In other words, the family forest education program contributed to the enhancement of family strengths. This study verifies the need for continued research in forest education programs.

• Journal of Korean Society of Forest Science
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• v.103 no.4
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• pp.574-582
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• 2014

In order to prevent occupational injury in forestry operations, several laws and regulations related to forestry have been enacted. Forestry education and training is overseen by the Forest Training Institute under the Korea Forest Service and three training centers under the National Forestry Cooperative Federation. The latter are managing both common and specialized courses, with safety education and training as an important focus. Improvements to reduce the accident rate are as follows: (1) strengthening of qualifications (via aptitude test) and selection standards of forestry workers (such as age limits); (2) raise of the number of training days and the rate of certified essential forces that compose Units of Forest Craft Workers; (3) revision of regulations to select forestry management engineers (second grade certified engineer); (4) introduction of a qualification renewal system; (5) improvement of working conditions at forestry scenes and systemization of safety education; (6) revision of regulations of individual protection equipment; (7) enforcement of wearing individual protection equipment; (8) supplementation of disaster response for increasing safety perception.

• 산림경영
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• s.212
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• pp.42-45
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• 2014

• 산림경영
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• s.212
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• pp.6-11
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• 2014

• Journal of the Korea Convergence Society
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• v.13 no.1
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• pp.417-424
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• 2022

The purpose of this study was to develop the psychology-based naturalistic competency curriculum so that forest-related experts could fully play the role of a mediator between nature(forest) and human(visitors). The curriculum was designed in three parts: a pleasant life, a wise life, and a meaningful life. Contents were focused on recognizing and naming one's senses and emotions in nature, discovering nature-related memories and Naturalistic Intelligence, experiencing the flow in nature and activating the Default Mode Network. The curriculum supplemented by expert's advice was implemented as job training for forest-related experts, and the curriculum was finally revised by examining the understanding and utilization of the participants. As a result, the curriculum in three areas of emotion, cognition, and practice was completed. It is expected that this curriculum will be upgraded through evaluation in the future so that forest-related experts can provide more qualitative service by strengthening their naturalistic competency.

• 산림경영
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• s.193
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• pp.15-15
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• 2009