• Hwankyungkyoyuk
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• v.11 no.2
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• pp.224-237
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• 1998

The purpose of this study that was based on the theory review about the practical use necessity of school landscape was to survey on the awareness of elementary school teachers about the applications of school landscape for environmental education. This study was carried out through the review of literature, the questionnaire to 132 elementary school teachers in Seongnam City. The findings derived from this study were as follows : First, School landscape is an important field as environmental education resource for the improvement of school environmental education. Especially, for the improvement of environmental sensitivity through field-experience learning, the practical applications of elementary school landscape is very important and urgent in aspects of environmental education theory, accessibility, and convenience. Second, Most of responded teachers give an affirmative answer about the field-experience learning for school environmental education and the necessity of practical use of school landscape for field-experience learning. Several the improvement to use elementary school landscape for environmental education being suggested by teachers are the increase of financial support, the magnification of school area, and the school landscape planning and design in consideration of environmental education by landscape architect expert. Third, Above half of teachers don't agree to use the roof garden for environmental education because of the safety of students and the school building construction. Fourth, Teachers are more satisfied with the status of school landscape maintenance than the practical usability of school landscape in aspect of environmental education and the facilities in school landscape. Teachers think that the most important functions and roles of school landscape is psychological factor.

• Journal of the Korean Institute of Landscape Architecture
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• v.34 no.1 s.114
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• pp.81-91
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• 2006

It is widely accepted that one of the purposes of education in landscape architecture is to train students as experts for professional practice. But graduates rarely get positive evaluation from the professional practice in landscape architecture regarding their capability in real environments. Recently the international accreditation system for architectural education is introduced, and it requires a considerably high degree of education enhancing practical capability of students as practitioner. In this context, this study aims to seek an effective educational method for enhancing practical practice capability of students in landscape architectural design education by using the analysis method employed architectural educations in Korea in measuring student performance criteria. The results of the study suggest international education standard of environmental design course emphasizes the ingenuity of individuals. And integrating the knowledges of diverse fields into education system is necessity. Nowadays, handing over the hard skills emphasized in the past is changing toward fostering soft skills. As a conclusion, educational contents which satisfy the established objects are mostly composed of soft skills such as communication techniques, collectional capability of informations, personal relationships and vocational ethics etc.

• Journal of the Korean Institute of Landscape Architecture
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• v.42 no.3
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• pp.13-24
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• 2014

This study investigates the practitioners' perception of Landscape Education in the universities in order to satisfy the demands of the rapidly changing industry. The survey was conducted for 257 practitioners to analyze the overall perception of Landscape Education, the importance and utilization of each course in universities, and the importance and utilization of each landscape process step. The overall perception of Landscape Education was slightly negative, and more practical education was demanded to improve the students' adaptability on the job. Practitioners suggested that universities should teach more practical expertise and related fields. They re-educated deficient aspects such as practical skills, computer techniques and legislational knowledge through the new employee training. The survey also showed that professors should be most responsible for a better education; however, students and practitioners have to endeavor together. According to the findings, planting design, landscape design, landscape materials, landscape planning and landscape construction as well as management were important. They are also considered as practical courses. However, practitioners perceived that university education was not sufficient for the constructional process. This means that Landscape Education in the universities has been more focused on planning and design. Because the universities are essentially for the research and study, changing the curriculum as practitioners suggested is not necessary. Nevertheless, it suggests for more practical education and balanced curriculum including construction and management that should be seriously considered. This study was focused on the practitioners' perception. Many of the respondents were from Seoul metropolitan area, therefore, it's hard to generalize the findings. A further study should be considered that would include instructors as well as students.

• Journal of the Korean Institute of Landscape Architecture
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• v.32 no.1
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• pp.127-135
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• 2004

This study aims to suggest the directions of the elementary school landscaping in terms of environmental education. The 96-case of school landscaping projects had been implemented for 2001 - 2002 in Seoul was selected, and the trends and contents of the projects for improving the school landscape was reviewed. Also, specially the 9-case among them was selected and analyzed whether or not the projects were effective for the environmental educational places. The paper showed that it was not fully matched with the environmental education programs in the textbooks that need the actual spaces and facilities including woods, outdoor class, kitchen garden, breeding farm and ecology pond etc. Also, it appeared that the teachers and students did not satisfied with the projects for improving the school landscape. Finally, this paper suggested that the species diversity of plants and animal, water and forest environment should be emphasized on the school landscaping.

• The Korean Journal of Ecology
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• v.23 no.5
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• pp.359-368
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• 2000

Landscape change is the modification and replacement of landscape elements in accordance with human management and natural disturbance on land mosaics. During landscape change, changes in patterns such as heterogeneity, diversity and shape, and juxtaposition of spatial elements are also accompanied. For the sustainable landscape system, therefore, spatial characteristics of the landscape should be considered in implementation of landscape conservation and restoration planning. Short-term changes of land-use and landscape pattern during the 10 years of 1980s and 1990s were investigated in the agriculture-forestry dominated landscape system through the statistics and the analysis of landscape-vegetation map. Study area is Yangdong-myon, Yangpyung-gun (37°27′30"N, 127°46′50"E), Kyonggi-do, in central Korea. Landscape change of this region was significantly related to the recent industrialization according to socio-economic development. Analyses of landscape pattern show that the area of secondary forest sustained by human activity decreased and it was replaced with large exotic plantations during this period. Area of paddy field was also extended. Fractal dimension of the total landscape increased, but that of paddy field area decreased due to rearrangement for mechanized farming. Moreover, the area of landscape management regimes such as plantation and cultivation increased in land mosaics during this period.

• Journal of the Korean Society of Earth Science Education
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• v.8 no.3
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• pp.332-345
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• 2015

Earth science is the study to explore the planet in which we live. Among these earth science geology of the area it can be the most critical and important study. However, because of the size and scope is too broad temporal spatial eurona covered in geology is true that many students find difficult about the geology field. In this study, in conjunction with landscape formation of geologic time for the concept to be among the core areas of Geology examined the concept and recognize it as the destination for high school students. Is a test tool for the analysis was adapted for use by Jolley (2010) has developed LIFT (The Landscape Identification and Formation Test). Currently we fix the strip to match the country through a validity check of the curriculum. Results of the study were as follows: First, the ability to check the landscape and formation is expected to estimate the time and the liberal arts students was higher than the natural science students. The reason for this seems to be the influence of learning geographical subjects. Second, the concept of geological time was found to lack both natural science and liberal arts students. The reason is that the students in the previous process because it deals with the concept of geologic time from the top of Earth Science Education II seems to be because there was no chance of learning about geological time. Third, the results confirm the confidence of the students surveyed in the landscape formation time natural science students was higher than liberal arts students. The research measured gender boys higher than girls. Fourth, the students on the landscape and geological time was found to have a number of misconceptions. This appears to be due to the students to feel difficulty in thinking of the concept because the need to understand the abstract geologic time. Therefore, it is necessary just to hold misconceptions about the concept of geology students have through the study of the landscape and geological time.

• Journal of Korean Society of Rural Planning
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• v.24 no.1
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• pp.113-127
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• 2018

This study comprehends that the landscape of Ipsan Village is the accumulated output of the landscape management and social behavior by the historic personages through the reference research and field surveys. And the study sorted out the over-layered landscape characteristics of Ipsan Village by analyzing the dispersed landscape elements as follows. First, right before the start of Japanese invasions to Korea(1592-98), Tamjin(耽津) An(安) Family moved into Ipsan and started establishing the a single clan village. At a site with mountain background and facing the water(背山臨水), the village used to be a typical farming one with an organically planned road-system and housing area following the traditional order. However, the landscape has changed drastically since the 20th century with the construction of banks, roads and readjustment of arable land etc. Second, the original landscape, which can be figured out through the 'Gosanjaesibyukgyeong(高山齋十六景)' in the 18th century, shows its harmony with natural landscape: mountain & valley, stream & field, traditional trees, etc, cultural landscape: village, well, spring, etc, and momentary landscape: seasons, time, weather phenomena, sound, behavior, etc. Third, based on the second, 16 natural landscape elements: mountain & stream, planting, etc. and 25 cultural landscape elements: housing spaces, self-cultivation & ceremony spaces, community spaces and modern education & enlightenment spaces were selected and interpreted as landscaping meanings. Fourth, the over-layered landscape which stems from the compositive functions and inter-connectivity of landscape elements which consists Ipsan Village is regarded as 'Natural geographical and Fungsu landscape', 'Rural production and livelihood landscape', 'Confucian ceremony and symbolic landscape' and 'Modern education and enlightenment landscape.'

• Journal of the Korean Institute of Landscape Architecture
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• v.43 no.1
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• pp.139-156
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• 2015

The knowledge-based society of the 21st century requires a new kind of professional. Studio education has been the core pedagogical method to bridge the practical world and higher education in the field of landscape architecture. However, it is questioned whether studio classes have truly been performed from the learners' perspectives to solidify the competencies to meet the demands of the changing society. This study tries to draw key issues related to studio pedagogy in order to make a foundation for the improvement of studio classes in landscape architectural education. Five issues regarding landscape architectural studio education have been suggested through the literature review of three categories: the core competencies required for the future professionals, the pedagogical paradigm shift, and the changes along the evolution of landscape professions and curricula. The first issue is suggested as to approach the competencies from the holistic and systematic approach to define landscape architectural professionals for the 21st century. Second, studio classes should be redefined in the context of an entire curriculum, and, as a consequence, the linkage among the individual courses is found to be important. Third, design studio classes need to be restructured to have differentiated pedagogical objectives for the development of the learning phase. Fourth, it becomes crucial to research the pedagogical methodology and the reflective actions of instructors. Finally, it is required to think about what it means to be practical in the context of studio classes and the enhancement of educational infrastructure for the studio classes is to be important.

• Journal of the Korean Institute of Landscape Architecture
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• v.29 no.3
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• pp.81-89
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• 2001

The purpose of this research is to provide for some useful data for computer-related courses of the landscape science, assuming that computers are being and should be used more and more in landscape architecture and therefore, that landscape science students need to respond positively to such a trend. For this purpose, landscape architecture studios and their landscape architects were surveyed for their computer and its program uses as well as their satisfaction with the utility of computer for their landscape works. The results of this research are as follows; 1) 10.7% of the landscape architects surveyed answered that they had learned about their necessary softwares at school, while 61.6% of the studios surveyed were less satisfied with their employees' poor computing ability. Such findings suggest a lack of computer-related courses in landscape science and therefore, that more computer-related courses should be introduced for landscape science students together with the necessary software education. 2) Too few landscape softwares are being used by the landscape architecture studios; such softwares as AutoCAD, Photoshop, 3D Max, Excel, PowerPoint and 한글 account for more than 90% of the landscape architecture softwares being used currently. Quite naturally, landscape students need to be trained on these softwares above all. 3) It was found hat he area of work using the computer most was ˝design works˝(84.5%), followed by ˝documentation˝(83.8%), ˝image editing˝(75.1%), ˝cost calculation˝(68.2%), ˝presentation˝(68.1%), ˝analysis˝(37.8%) and ˝rendering˝(35%). It was regretable to discover that such areas requiring more computing work as ˝analysis˝ and ˝rendering˝ were still worked manually. So it sis deemed necessary for landscape science courses to enhance their computer education of such areas first of all.

• Journal of the Korean Institute of Landscape Architecture
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• v.32 no.1
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• pp.69-79
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• 2004

This Paper examines theoretical terrains and design strategies of landscape urbanism which is an emerging hybrid field at the intersection of architecture, landscape architecture, and urbanism. Landscape urbanism offers alternative approaches for theory, education, and practice in contemporary landscape architecture. It views the emergent urban complex sites-post-industrial sites, landfill, brownfield, urban void, etc., not as a weakness, but as a strength. Landscape urbanism poses an understanding of landscape as an element of urban infrastructure. In this sense, the landscape is seen in the context of contemporary urban development and public works. As a complex amalgam, landscape urbanism is more than a design style it is an ethos, an attitude, a way of thinking and acting. We can chart the main characteristics of landscape urbanism such as horizontality and surface, infrastructure, process, technique, and ecology. Multilayered examples of landscape urbanism can be seen in several experimental practices such as worts of Rem Koolhaas, MVRDV, Adriaan Geuze/West 8, James Comer, etc. It is possible to summarize the productive strategies for landscape urbanism as follows : thickening, folding, new materials, nonprogrammed use, impermanence, and movement.