• 한국환경과학회지
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• 제14권5호
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• pp.451-455
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• 2005

Surveys for visitor's awareness and on-the-spot investigations at Odae Mountain National Park were conducted for activation of nature interpretation. As a result, many problems on observation trails as the object of the nature interpretation were identified. The nature interpretation is not functioning fully for the side of environmental education. The situation and problems of nature interpretation were analyzed in depth based on the survey of the visitors. In order to improve roles of the nature observation trails and solve the present problems immediately, suggestions are as the followings. I) Road resurfacing and space development needed to solve the problems of existing nature observation trail. 2) Public relations for nature observation trail and production of signboards promoting visitor's interest. 3) Development of nature observation trail used only for nature interpretation 4) Development of adequate Korean interpretation program based on systematic nature interpretation models from other developed countries

• 한국환경생태학회지
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• 제11권3호
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• pp.253-269
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• 1997

본 연구는 도시내 친자연공간에서 자연관찰시설의 설치 및 운영에 관한것으로서 일본 관동지방을 대상으로 하였다. 중요한 자연관찰시설은 비지터센터, 자연관찰로 그리고 자연관찰로 상에 설치된 각종 해설시설이었다. 또한, 친자연공간에서는 자연을 이해하고 체험하게 하는 인터프리테이션이 다양한 유형으로 전개되고 있었다. 인터프리테이션은 레인져, 자연해설원 등 전문가와 자원봉사자들에 의해 이루어지고 있었으며, 자원봉사조직이 있는 대상지에서 자연해설 종류가 다양하였다. 자원봉사자들의 주요활동은 자연해설 이외에도 환경관리와 조사, 소식지 발간이었다. 친자연공간의 셀프가이드룰 위한 학습매체는 2~4종류이었고 홍보방법은 도, 시, 구의 홍보가 가장 많았으며, 인터넷 홈페이지, 지역 전자게시판, 케이블 TV와 Fax를 이용하는 사례도 있었다.

• 한국조경학회지
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• 제30권5호
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• pp.89-97
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• 2002

This report describes the first prize design of Midongsan Eco-park, which is located in Chungcheongbuk-do (North Chungcheong) province. Criteria of the winning design are as follows: 1) The design should include a neighborhood park as well as a portion of a green zone, in order to harmonize the area ecosystem, gradually assimilate the surroundings, and serve as an education tool for the public. 2) According to an analysis of area maps and a site-inspection, a preserved area, a buffer area, a restored area, and a developed area should be developed. In the buffer and restored areas, major facilities and activity spaces should be set up. 3) Observation trails should be accessible to visitors, and a variety of adventure programs should be available. 4) The eco-park should be designed to provide a habitat for the Gorani (Chinese water deer) which used to live around Midongsan. 5) For sensuous and vivid visitor experiences, diverse programs are to be designed to accommodate different seasons, visitor ages, and required time. Environment and eco-education are to be emphasized to maximize the effect of the eco-programs. 6) Optimal activities for visitors of different ages, optimal time intervals and eco-programs by age are also suggested. 7) Facilities are zoned into three sections according to level of development. Each section has a main area and supplementary areas for better understanding. 8) Nature-friendly arrangement of facilities and construction should minimize earthwork and adverse effects on the local ecology. Throughout the planning, the following things were learned: longer-term analysis including all season's observation is essential; planning, designing, bui Iding and managing should be based on this careful, extended observation. The contest should have taken plate over a longer period of time in order enable more detailed planing of the eco-park For improved management and activities, a volunteer system in linked with schools eco-institutions and NGOs should be developed with eco-interpreters.

• 한국환경교육학회지:환경교육
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• 제3권1호
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• pp.141-152
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• 1992

The purpose of this study is to search for the ways to diversify Outdoor/Environmental Education Program in the Nature Study Center(NSC), especially for the middle school students. For this study, various research methods such as literature review, questionnaire survey (448 students, 11 middle school teachers, 19 NSC staffs), interview and participant observation are used the process of this study consists of two steps. The first step is to define research questions through pilot survey and the second is to investigate the research questions, in the form of hypotheses through main survey. Nine hypotheses are formulated. Six are related with program elements (educational goals, student characteristics, staff resources, teaching methods, instructional resources, contents). three are related with program implementation process(preplan, implementation, post-evaluation). The hypotheses are tested and alternatives for program improvement are proposed. 1. Educational goals : Educational goals of NSC should be focused on Outdoor /Environmental Education and each NSC should specialize on its own theme. The objectives of every sub-program should be unified toward educational goals. 2. Student characteristics: The Outdoor/Environmental Education Program should reflect student characteristics: sex, urban/rural origins, normal/handicapped, number of visit and so on. 3. Staff resources : Provide qualified staff with professional knowledge and positive attitudes, reeducate staffs periodically, reduce management staff and increase teaching staffs. Provide permanent and well paid position, encourage and give opportunities and the middle school teachers to participate in program. 4. teaching method: Increase outdoor classes two way communication between teaching staffs and students adopt more open ended teaching method so that students can exercise coworks in small groups. 5. Instructional resources: Diversify NSC sites(mountains, coastal areas, urban areas and so on), teaching media (audio/visual equipments, graphic design of signs). Consider design for handicapped and integrate indoor and outdoor educational facilities. Plan nature trails with separate themes, allign nature trail so that it passes through diverse environments. 6. Content : Reflect characteristic site potential specialize on day or night program, on seasonal program, and on site specific social issues(such as interpreting of environmental damages around the NSCs). 7. Preplan: Get Information and know about visiting students in advance. Discuss with middle school teachers and adjust program weeks before visits if many or all of the students had already visited a NSC. arrange a visit to other NSC. Provide an introductory class for the teachers and students before they visit a NSC. 8. Implementation: During NSC visit and classes apply various and appropriate techniques to collect in formation for later evaluation. Improve NSC provided evaluation sheet so as to reflect student characteristic. Compare with formal education and investigate on effects of NSC program. 9. Post-evaluation: Formalize a post-evaluation process and organization. During the winter vacation, develop new programs based on the post-evaluationacation, for the next year. Also, have comparative evaluation meetings of staff from various NSCs during the winter vacation while there is no visitors and classes.

• Journal of Ecology and Environment
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• 제29권6호
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• pp.511-520
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• 2006

주왕산국립공원 탐방로중 가장 높은 가메봉을 대상으로 포유류의 고도별 분포 현황을 분석한 결과 총 22종의 서식을 확인하였다. 해발 200 m에서 800 m 구간을 100 m 단위로 세분화하여 분석한 결과 다람쥐(Tamias sibiricus)가 가장 많은 구간에서 우점종으로 나타났으며, 조사지역내 전 구간에서 서식이 확인된 종은 족제비(Mustela sibirica), 노루(Caproelus pygargus), 다람쥐였다. 확인된 Field Sign을 관찰 지점을 기준으로 분석한 결과, 고도의 증가에 따른 종 및 개체수는 유의적인 관계가 있는 것으로 나타났다(y=-0.0234X+25.552, $R^2$=0.9296, $F_{0.05}$(1, 4)=7.71, p<0.05). 그러나 100 m 단위로 세분화한 6구간중 5구간 이상에서 관찰된 9종을 대상으로 분석한 결과Apodemus agrarius(y=-0.034X+25.2, $R^2$=0.905, $F_{0.05}$(1, 4)=38.169, p<0.01)와 Sciurus vulgarie (y=-0.0154X+12.819, $R^2$=0.781, $F_{0.05}$(1, 4)=14.270, p<0.05) 2종만 유의적 영향을 받는 것으로 나타나 종별 고도에 따른 제한적 분포보다는 주변 식생 현황 및 서식지 구조에 따라 종의 분포가 이루어지는 것으로 판단된다. Box and Whisker Diagram분석 결과200$\sim$300 m 구간내 탐방객의 출입이 금지되어 있는 자연 휴식년제(Nature Restoration Area) 지역에서의 사분위 편차($Q_U-Q_L$)가 가장 적은 것으로 나타났으며, 주변 식생 및 탐방로 형태가 유사한 해발 500$\sim$600 m 구간에서 가장 광범위한 분포를 보였다. 특히 이 구간내 탐방로 상에서 멸종 위기 야생동물 II인 삵(Prionailurus bengalensis)의 배설물이 집중적으로 관찰되어 이에 대한 연구가 연계되어야 할 것으로 사료된다.