• Hwankyungkyoyuk
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• v.13 no.2
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• pp.91-102
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• 2000

National curriculum for environmental education recommends various teaching-learning methods including survey and discussion of environmental problems, investigation of case studies, experiments, role play, and field-experience learning in addition to the traditional lecture-oriented teaching methods. The field experience learning in environmental education is considered to be a good method to develop environmentally sound attitude and to cultivate environmental sensitivity, but here has been very limited research concerning models for field-experience learning. The aim of this study is to develop a model of the field-experience learning program of environmental education utilizing environmental facilities. In this study a kind of such a basic model was developed and presented. The developed basic model of the field-experience learning was applied to the case utilizing landfill facilities. A specific application of the landfill program to the Bangcheon-ri landfill, in Daegu, was also presented with related teaching materials developed in this studies. And various aspects in the program was discussed.

• Hwankyungkyoyuk
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• v.11 no.1
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• pp.195-216
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• 1998

This study was planned to define the concept and the patterns of the fields for environmental education through the theory review about the fields for environmental education that were important at school environmental education for field-experience learning, and to survey the using status of the fields for environmental education and the awareness of teachers who have been teaching practically students environmental education in school through the questionnaire. The results derived from this study were as follows ; First, the use of the fields for environmental education in environmental education is necessary aspect of the importance of field-experience learning and the environmental education strategy through personalization of environment and is essential to the substantiality of school environmental education. The concept of the fields for environmental education is defined that it is used as place(space) for environmental education, is located most outdoor space, promote students the concern and consciousness about environment. The patterns of the fields for environmental education may be classified the field for nature observation learning surrounding, the fields for nature observation and field survey, the fields for visit and field trip, and the fields for experience and participation by the contents and the purpose of educational program. Second, according to the results of the teacher's awareness survey, most responded teachers gave an affirmative answer about the necessity of practical use of the fields for environmental education, and it was used mainly in special lecture, weekend, and legal holiday. Also, it was surveyed that time for using the fields was brought as the most serious obstacle by teachers. In particular, teachers preferred the environmental education fields for experience and participation above all others. Third, from the results about the using status of the fields for environmental education, school environmental education mostly have been taught in indoor classroom, school landscape(school grounds) was evaluated the most easily useful the fields for environmental education in formal lecture, because it can solve the lack of time. Also, it was proved that eco-park, stream, and river were fit for the field-experience learning with small students group.

• Journal of Korean Elementary Science Education
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• v.33 no.2
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• pp.286-305
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• 2014

We explored the possibilities of science field experience in Jongmyo Shrine in this study. To understand the educational value of self-leading science activities in Jongmyo Shrine, one of the World Heritage, we developed science program and applied it to the elementary students participating in a gifted education center. We collected and analyzed various data of opinionnaire survey before and after the program, field activity sheets, field observation, and individual- and group interview. The results showed the lack of students' spatial ability and proposed educational interests in science education. Also, a lot of students felt the difficulty in applying school science knowledge into the real life context. Students found the meaning of science learning through cooperative activities in the historically meaningful place. A proper use of smart device in science field experience was recommended. We found that activities with too much smart device might impede various scientific process skills.

• Spatial Information Research
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• v.23 no.3
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• pp.123-132
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• 2015

Recently both the importance and the interests of field-experience learning have kept increasing since the Education of Ministry encourages students to take a field-experience learning with the self-driven and creative education as the main issue in the 7th revised education curriculum in 2009. As the importance of field-experience learning goes up continuously, not only the release of its related mobile applications is increasing, but also a variety of researches for supporting the field-experience learning are ongoing. In this research we perform two things. First, we define the basic concept of authoring tool for which support the field-experience learning based on its characteristics and user requirements analysis. We confirmed that the authoring tool for the field-experience learning has to 1) support all activities that happen in pre-field, field-experience and post-field phases, 2) be possible to write the location-based field work, 3) have the authoring function which reflects the characteristics of curriculum such as history, science and geography, etc. that the field learning can be realized, 4) be designed as the structure that the results of inquiring activity after the field experience activity can be reused. Second, we create a conceptual design after confirming the authoring tool.

• Journal of Industrial Convergence
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• v.19 no.5
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• pp.47-59
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• 2021

This study explored the lifelong education field experience of adult college students. For this purpose, a qualitative case study was conducted with 5 adult college students from November 17, 2020 to May 14, 2021 through practical diaries, assignment analysis and in-depth interviews. As a result of the study, we discovered two things. First, the lifelong education field practice experience is a 'mountain to overcome! Lifelong education field practice', 'expansion of awareness of lifelong education', 'confidence field practice', and 'A picture is worth a thousand words'were revealed. Second, the meaning of the lifelong education field experience is 'formation of a learning community through teamwork with colleagues', 'realization that people are the core of the lifelong education', 'changes in the professional identity of the lifelong education history', and 'The life of a lifelong learning practitioner who wants to challenge' life' was revealed. These results will lead field training participants to grow qualitatively, and can be used as basic data for securing professional expertise and providing quality field training. A follow-up study was proposed for adult college students who belong to other colleges.

• PNF and Movement
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• v.12 no.2
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• pp.81-88
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• 2014

Purpose: The purpose of this study is to examine the needs of prior field learning and the academic achievement of field experience learning in a college. Methods: This study was performed from May 1 to October 30, and students were given questionnaire. The research questionnaire as follows: (1) to investigate the academic achievement after field experience learning, (2) to verify the needs of field experience learning. A statistical analysis was performed using SPSS 17.0 for window version. Results: The results was as follows : First, satisfaction of field learning had scored good(47.2%) in lesson goal, good(51.8%) in acquisition of knowledge and techniques, good(51.0%) in preparation of study and good(45.9%) in association. Second, curriculum of field learning had scored normal(35.5%) in prior education, good(47.4%) in composition, good(50.8%) in guidance and good(47.2%) in contents. Third, curriculum of field learning had scored good(44.6%) in duration, good(46.1%) in numbers, good(51.3%) in convenience and normal(38.1%) in means of transportation. Forth, needs of field learning had scored good(46.6%) in field learning of practicum, good(48.2%) in field learning of theory subject, 3-4 times(42.0%) in frequency of field learning and 2hours(57.3%) in a field learning hour. Conclusion: These findings suggest that college student's thinking of field experience learning is positive. Field experience learning provided that college students have directly an opportunity of gaining valuable experience to feel the field.

• Journal of the Korean Society of Earth Science Education
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• v.4 no.2
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• pp.142-150
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• 2011

This study is aimed to offer the elementary school teacher's experience and awareness about science field trip and science museum field trip, by analyzing the survey of 867 students and 81 teachers in Seoul. Research shows 67.9% high figure of elementary school teacher's experience on science field trip. That experience is include 61.8% of science museum using experience. In case of elementary school teacher's pre-activity is only 53.1% and most of them was visiting Website. Post-activity is more than preceding activity(74.1%) but method is too simple like checking work sheets. 62.3% of elementary school students have been to science field trip and science museum that is higher than teachers'. 66.5% of students said science field trip is influence on science study in good ways but there are some difficulties like lack of pre-activity(33.0%) and unkind information about science museum(21.9%). For activation of science field trip, resources development for effective science field trip operating, program development for pre- and post-activity, school group science field trip program development which is linked science curriculum, complement and expand activity information of science field trip institution.

• Journal of Korean Elementary Science Education
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• v.24 no.5
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• pp.495-503
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• 2005

The purpose of this study was to analyze elementary school students' attitudes through field-experience teaming activities program for the integrated textbook on the environment issues. This study was conducted after implementing the field environmental education for fifth graders with the teaching-teaming plan applied to the field education and was based on the analysis of environment-related education for the fifth graders. A total of 64 elementary students, 32 in the experimental group and 342 in the control group, were involved in this study. The study used the instrument consisting of 36 Likert-type questions on attitudes toward environment. After going over the influences of the field environmental education program on the students, we found out the positive development in the pre-test and post-test, concerning all environmental themes, especially in the field of protection of animals, environmental pollution, and environment in general.

• Journal of Korean Elementary Science Education
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• v.38 no.1
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• pp.87-101
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• 2019

The purpose of this study was to investigate elementary school teachers' perception and the status of education program on science museum field trips by using a questionnaire (188 teachers) and interview (6 teachers). The results of the research are as follows. First, factors influencing elementary school teachers who choose the science museum as a place for field trips were 'student's interest', 'teacher's own experience related to the science museum', 'science curriculum', 'suggestions from a fellow teacher', 'space available for field work' and so on. Second, 82% of the respondents conducted pre-education program, but they mainly conducted safety education. Third, the teacher conducted post-education program less than pre-education program. In the post-education program, the most activities were to express and share knowledge and experience gained from the science museum. Fourth, 52.2% of the teachers provided tasks or activity sheets during science museum field trips. Fifth, the teachers mainly served as safety guide. In addition, the teachers thought that safety guide was the most important role of teacher in science museum field trips. Sixth, the teachers thought that the method of viewing the science museum's collection, which emphasizes the role of docent rather than the teacher, was more educational.

• Journal of the Korea Safety Management & Science
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• v.23 no.4
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• pp.31-42
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• 2021

Recently, virtual reality (VR) and augmented reality (AR) technologies are attracting attention as core technologies in the era of the 4th industrial revolution. These virtual and augmented reality technologies are being used in a variety of industries, including the construction industry, healthcare industry, and manufacturing industry, to innovate in communication and collaboration, education and simulation, customer service and reinvention of the customer experience. In this paper, VR-based experiential safety education was conducted for workers of shipbuilding companies in Ulsan city, and for them, the educational effectiveness such as immersion, site applicability, safety accident prevention, education satisfaction, overall performance, and safety behavior in VR-based safety experience education were measured. In addition, we examined whether the immersion of VR-based safety experience education affects site applicability, safety accident prevention, educational satisfaction, overall performance, and safety behavior. Furthermore, it was analyzed whether site applicability plays a mediating role in the relationship between immersion and safety accident prevention. As a result, it was found that the immersion of VR-based safety experience education affects site applicability, safety accident prevention effect, education satisfaction, overall performance, and safety behavior, and that site applicability mediates between immersion and safety accident prevention. Based on these results, we suggests a direction for the development of VR-based contents in the field of safety and health and the transformation of safety and health education in the future.