• Korean Journal of Childcare and Education
• /
• v.10 no.5
• /
• pp.133-158
• /
• 2014

This study's aims at seeking ways to support educational activity in 'Green-Growth' for children, in order for children to practice green life from their infancy and studying effects of their educational activity in knowledge of environmental conservation and receptivity to the natural environment, attitudes in environment conservation. This study conducted a survey of fifty-four children of five years of age attending the kindergartens in the Metropolitan City of Incheon. Twenty-seven were classified in the experimental group and the remaining Twenty-seven were in the comparative group. For the statistical analysis of the data collected, the t-test and the analysis of covariance(ANCOVA) were conducted using the SPSS WIN 17.0 program. The findings of this research are as follows: the children of the experimental group who experienced educational activity in green growth, demonstrated higher score than those of the comparative group in knowledge of environmental conservation and receptivity to the natural environment, attitudes in environment conservation. The result of the research indicates that educational activity in green growth, for children, enhances their knowledge in environment conservation, the receptivity to natural environment and the positive changes of attitudes in environmental conservation. It is then advisable to integrate and apply educational activity in green growth to the curriculum of kindergartens from early childhood.

• Korean Journal of Child Education & Care
• /
• v.18 no.3
• /
• pp.141-157
• /
• 2018

Objective: The purpose of this study was to suggest the effects of discussion activities based on education for sustainable development to children's natural environment and environment-friendly attitude. Methods: The subjects of the study were 39 children in H kindergarten located in G city, and the discussion activities for young children connected with sustainable development were conducted through 12 weeks. For the statistical analysis of the data collected, the t-test and the analysis of covariance (ANCOVA) were conducted using the SPSS WIN 18.0 program. Results: As a result, the experimental group children of which the discussion activities based on education for sustainable development for young children scored high in the sensibility of natural environment. And also, the experimental group children of which discussion activities based on education for sustainable development scored high in children's natural environment-friendly attitude. Conclusion/Implications: This suggests that the discussion activities based on education for sustainable development are needed to improve children's natural environment and environment-friendly attitude.

• Journal of the Korean association of regional geographers
• /
• v.22 no.4
• /
• pp.912-930
• /
• 2016

This paper suggests to bring the idea of social construction of nature or social nature discussed in social science including geography to geographical and environmental education for breaking traditional divide of people(or society) and nature. And this paper analyzed relationship between people and nature, meaning of environment and the concepts of social nature represented in the geography curriculum and textbook of England, Australia and Korea. Recently in terms of focusing disciplines or education on integration or convergence, introduction of social nature in teaching and learning geography and environment has an important implication. With rapid growth of capitalism, nature is constructed socially by the political, economical, social and cultural practice. Thus geography education reduces the distance between human geography and physical geography and needs to focus on exploring not just the relationship between people and nature but social construction of nature. Another implication of the introduction of social nature in teaching and learning geography and environment is that students can develop the relational sensitivity about the relationship people and nature or people and place.

• Hwankyungkyoyuk
• /
• v.23 no.3
• /
• pp.97-114
• /
• 2010

The aims of this study are to develop and apply a Nature Game program for the ecological experience learning in Jeju Gotjawal forest and analyze the environmental sensitivity change of the students. The results obtained in 4th graders of A elementary school of Seogwipo-city are as follows: It was found that attention, susceptibility and practice will of environment protection for forest environment of the experimental class were significantly higher than those of the comparison class. And it was found that interest and curiosity into forest environment were also elevated in the results of the qualitative evaluation, suggesting that we could get the effect of developed Nature Game program on ecological experience learning. If various ecological experience learning programs considering the regional-specific characteristics are developed to cause students' interest and curiosity, students would come to participate in the protection activity of environment aggressively a little more.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.18 no.12
• /
• pp.264-275
• /
• 2017

Objective: This study examines the effects of children's art activities through forest experience in relation with Nuri curriculum on environmental sensitivity. Method: A survey was administered to an experimental group of 20 children as well as a control group of 20 children for statistical analysis. after 16-class art activities through forest experience were performed to children aged 4 at a daycare center for 50 days. Result: Children's art activities through forest experience in relation with Nuri curriculum had a positive effect on their environmental sensitivity. In particular, their art activities had a positive effect on their self-awareness, self-regulation, empathy and motivation in the experimental group, supporting the educational effects and benefits of developmental children's art activities through forest experience in relation with Nuri curriculum. In other words, art activities through forest experience are useful in terms of providing children with creative expression activities in art by leading to observation and exploration, as well as educational experiences that have positive attitudes toward the environment. Conclusion: As children's art activities through forest experience have a positive effect on their environmental sensitivity, more useful information on teaching-learning methods will be able to be provided to early childhood teachers in the field. Consequently, children's art activities through forest experience need to be actively introduced in the field of early childhood education as an alternative for learning nature and improving environment-friendly emotional intelligence.

• Korean Journal of Environment and Ecology
• /
• v.29 no.3
• /
• pp.462-473
• /
• 2015

The research carried out to analyze the change of recognition of elementary school students after a forest experience to determine the effectiveness of the environmental education in elementary school curriculum. The data is collected through surveys before and after forest experience for 311 people on 2nd and 3rd grades of two elementary school in Jeonju city, then the conclusions analyzed the results of the surveys are as follows. Students who participated in the forest experience show a positive change in all areas after the forest experience, for example, awareness of the forest and behavior recognition in the forest, the need for commentary about the forest. Especially, the area of the behavior recognition has much significant result than the other areas. In the details of the behavior recognition, a behavior recognition and environmental awareness for the life of the forest have been greatly improved. From the results described above, the forest experience can be seen a great help to elementary school students to have a respect and dignity of life and recognize the importance of the natural environment. Thus, the nature experience such as the forest experience is needed to enhance the life respect and environmental consciousness, foster sensitivity to natural cycles. In order that much more elementary school student can participate in evironmetal education through the forest experience, it would suggest to perform the forest experience as creative and experiential activities in the school curriculum.

• Korean Journal of Environmental Agriculture
• /
• v.3 no.2
• /
• pp.55-61
• /
• 1984

농업(農業)은 동식물(動植物)을 대상으로 하는 응용생태학(應用生態學)의 한 분야(分野)로 그의 발전과정(發展過程)은 환경(環境)과 밀접(密接)한 관계가 있다. 환경조건(環境條件)의 다양성(多樣性)은 대상생물(對象生物)의 종류(種類)를 풍부하게 하고 순화(馴化)된 생물(生物)의 사양(飼養) 과정에서 다양(多樣)한 농업형태(農業形態)를 발전시켰다. 생웅계(生熊系)는 자연(自然)의 한 단위로 구성요소(構成要素)들은 기능적(機能的)으로 통일성(統一性)을 유지하고 있다. 농생태계(農生態系)는 생산(生産)을 목표(目標)로 하는 동식물(動植物)을 중심(中心)으로 하는 생태계(生態系)로 자연생태계(自然生態系)와 기본적(基本的) 성질(性質)은 동일하나 인위적(人爲的) 요소(要素)가 크게 작용하고 있는 특리(特異)한 생태계(生態系)이다. 작물(作物)이나 가축(家畜)은 수천년에 걸친 생산력(生産力)의 증대(增大)를 목표(目標)로 인위적(人爲的)인 선발을 거친 것으로 자연조작하(自然條作下)에서 심한 경쟁(競爭)을 거치면서 진화(進化)한 야생생물(野生生物)들에 비하면 선천적(先天的) 포약성(胞弱性)을 갖고 있어 인간(人間)의 보호(保護)(에너지보조(補助))를 필요로 하고 있다. 농생태계(農生態系)는 공간적(空間的) 격리(隔離)와 구성종(構成種)의 단순화(單純化)로 공간적(空間的) 연쇄성(連鎖性)과 종다양도(種多樣度)가 큰 자연생태계(自然生態系)에 비하면 외적(外的) 충격에 대한 내부적(內部的) 완충능력(緩衝能力)이 약하다. 더우기 농생태계(農生態系)는 시간적(時間的) 연속성(連續性)이 없어 극상천이(極相遷移)단계에 달할 수 있는 시간적(時間的) 여유가 없어 생물상호간(生物相互間)의 관계는 초기(初期) 천이(遷移)단계의 특성(特性)인 종다양도(種多樣度)가 낮고 직선적(直線的)이고 단순(單純)한 먹이연쇄성(連鎖性)을 갖고 있다. 생물군집(生物群集)의 천이진행(遷移進行)에 따르는 종다양도(種多樣度)의 증가(增加)는 생물군집내(生物群集內) 현재량(現在量) 증가와 더부러 먹이 연쇄상(連鎖相)을 직선상(直線狀)에서 망상(網狀)으로 변화시키고 주된 물질(物質)${\cdot}$유전회로(流轉回路)를 포식(捕食)먹이 연소회로(連銷回路)에서 부식(腐食)먹이연쇄회로(連鎖回路)로 전환시켜 생태계(生態系)의 물질(物質)은 생태군집내(生態群集內)에 보존(保存)하는 능력(能力)을 증대(增大)시키고 토양(土壤)의 물리(物理) 화학적성질(化學的性質)을 개선하여 계내(系內) 물질(物質)의 유실(流失)을 억제하기도 한다. 농생태계(農生態系)는 생산성(生産性)의 증대(增大), 관리(管理)의 편의(便宜) 기타의 이유(理由)로 구성종수(構成種數)를 인위적으로 제한(制限)하고 관리(管理)를 통하여 발아(發芽), 생장(生長), 개화(開花)등 여러가지 생물학적(生物學的) 현상을 극도로 균질화(均質化)시키고 있어 어떤 생육단계(生育段階)의 생물(生物)이 넓은 면적(面積)에 동시에 존재하게 되는데 이것은 외적조건(外的條件)의 변동(變動)에 대한 감수성(感受性)을 증대시킨다. 이와 같은 자연생태계(自然生態系)와 농생태계(農生態系)의 생태학적(生態學的) 특성(特性)에 관한 이해(理解)와 인식(認識)은 농생태계(農生態系)의 생산성(生産性) 증대(增大)와 영구적(永久的) 유지(維持)를 위한 합리적(合理的) 관리(管理)를 위한 기본(基本)이 될 것이다.

• Journal of Korean Society of Forest Science
• /
• v.108 no.4
• /
• pp.655-662
• /
• 2019

The aim of the present study was to examine the effects of school forests on the cognition and mental health of elementary school students. Data were obtained through the surveys of sixth graders in an elementary school in Seoul that took part in the School Forest Project run by Korea Post, the Korea Forest Welfare Institute, and the Seoul Metropolitan Office of Education. Students were surveyed before and after the creation of green spaces in their schools, and changes in their environmental sensitivity, attitude toward forests, depression, anxiety, and aggression were analyzed. The findings indicated that the creation of green spaces showed significant effects on the students in terms of encouraging them to strengthen their environmental sensitivity, helping them develop more positive attitudes toward forests, and reducing anxiety and physical aggression, which are the subfactors of aggressive behavior. In other words, creating school forests had positive effects on cognition and mental health, reduced bad behavior, and improved attitudes toward nature in children. The findings of this study are significant in that they reinforce the requirement of school forests by indicating the positive effects of school forests on children's cognition and mental health.

• Sijohaknonchong
• /
• v.25
• /
• pp.75-100
• /
• 2006

This treatise puts with ecology that important topic is becoming in Multimedia age today. Is appearing to some meaning that symbol that. Is nature friendship and nature assimilation in korean verse and modern novel. And is the purpose to draw diachronic and synthetic thought between age and genre is forming by ecological imagination how. Our korean verse thinks of nature as residing space, and is singing life that is nature friendship and nature assimilation in relation of indivisibility sto of human and nature. And nature space of metaphor or symbol is forming by ecological imagination in the modern novel. Therefore, these two genres see that traffic is available in diachronic synthetic relation. First, must escape resolutely in ideas that literature is basing in actuality and search the literature-ecological imagination. Therefore, forward literature may have to look for the literature-ecological imagination with many interests to green literature ecology and show image that move constantly. And must approach appearing common view of nature and the literature-ecological imagination in principle of integration of expropriation and production now all round to our literary productions. Therefore, must do so that can be nature friendship and become practical education model that expropriation of ecological literary productions and production activity foster literary sensibility and imagination. Also, lively research and groping about each genre of a Korean literature are to premised in diachronic and synthetic veins I will. Method groping that adapt on New Age as defending peculiar special quality that founder is keeping korean verse with opened thinking may have to be spread more hard. Therefore, genre of novel can may ready the one clue to grope confrontation method naturally to secure new identity in new literature environment of digital age.

• The Journal of the Convergence on Culture Technology
• /
• v.9 no.4
• /
• pp.291-301
• /
• 2023

The purpose of this study is to examine the perception of early childhood teachers on ecological art activities oriented to education for sustainable development. The research results are as follows. First, Early childhood teachers recognized the visual art of natural media, the pursuit of community values, and the participation and communication of social members as educational significance of ecological art activities. And difficulties in practicing ecological art were recognized as lack of educational environment, lack of ecological art teaching materials and specific examples, and teachers' lack of understanding of ecological art. Also, they recognized that ecological art activities foster core competencies in art experience area, such as nature-friendly communication skills, eco-friendly sensibility, and creative convergence skills. Second, regarding ecological art activities and sustainable development education, early childhood teachers considered the difficulties in practice as lack of awareness about sustainable development, lack of play meia and materials, lack of educational policies and support, and insufficient teacher training programs. Also, regarding the SDGs that can be practiced in ecological art activities, teachers were found to be highly aware of 'grow affordable and clean energy', 'improve clean water and sanitation', 'provide quality education' in the order. In the contents of education for sustainable development that can be practiced in ecological art activities, teachers are given the order of 'climate change response', 'clean energy', 'water and sanitation', 'quality education', 'health and well-being' and 'marine ecosystem'. was highly recognized. If an ecological art activity program is developed, the rate of responding that it will be used is high, so it is considered that the development of an ESD-oriented ecological art activity program is urgent.