• 한국환경교육학회지:환경교육
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• 제24권4호
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• pp.62-77
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• 2011

The purpose of this study is to overcome the realistic pressure and the limit of school environmental education and to develop an environmental education program that can provide students, who live in an urban area, have difficulty in contacting with nature, with an opportunity to experience the nature in the school outdoor environment, which is their daily living space and is a ground of environmental education. First, I developed an analytical tool which can be used to determine the degree how the environmental education is related to the school outdoor environment with 8 categories(spaces). And I analyzed the 2007-79 curriculum of lower grade(1 and 2 grades) of the elementary school provided by the Ministry of Education and Human Resources Development by using the analytical tool and found out that this curriculum was suitable for the environmental education utilizing the school outdoor environment. According to this curriculum analysis, the studying subjects which could be suitable for the environmental education utilizing the school outdoor environment were extracted, and based on these subjects, an environmental education program was developed. The environmental education 'in' environment program were composed with 5 modules and 18 activity subjects suitable for students advancement phase, and these activities can be implemented with experiencing, understanding and expressing by using 5 senses. I also proposed a plan that can be used to apply this program continuously to the lower grades(1 and 2 grades) original experience activity class.

• 한국환경교육학회지:환경교육
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• 제24권3호
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• pp.44-55
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• 2011

This study examined the effects of RSM (Regional Science education resource Map), developed and provided by Busan metropolitan city Office of Education, at high schools in Busan. Two group of students, who were in the same level of achievement as well as other environmental conditions, participated in this study. Twenty nine of students as an experimental group experienced outdoor activities utilizing RSM, while thirty of students as a control group did not participate in any outdoor activities. The results indicated that compared to the control group of students, the experimental group of students represented a significant improvement in students' environmental attitudes, local ecological interest and eco-friendly behavior. The teachers who guided outdoor activities utilizing RSM suggested that RSM needs to be further subdivided by seasons as well as local districts. They also suggested that RSM needs to be linked with a school curriculum.

• 한국조경학회지
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• 제29권6호
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• pp.50-61
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• 2002

As recognition and polices for plans to preserve natural resources and to develop environment-friendly space in school education is developed, not only organization of curriculums related to these is required but also facilities for the education are indispensable. Therefore, this study tries to suggest several standards on matters including kinds and scale of facilities and the introduction of species by facilities required for outdoor teaming spaces for environmental education in the elementary school system. The methods of this study include researching various records related to environmental education in elementary school, researching the present condition of outdoor learning space installed and operating in the existing schools by making an on-the-spot survey, and analyzing appearance frequencies of plants and animals displayed in the text. In addition, the actual conditions of the facility use and management were investigate through a questionnaire, We chose and diagrammed a model of the installed facilities by putting the results together. For analyses the investigated eight schools, were categorized as ‘facilities-arranged type’or ‘connection type with ecological park’. The first type distributed and arranged facilities, including meteorological observatory, rocky park, experience-learning area, ecological pond, animal-breeding farm and field-leaning area into appropriate locations according to the site conditions of the school while the second type created a natural learning place by integrating several facilities and arranging areas such as an animal-breeding farm and experience-learning area into appropriate sites. In this study, essential facilities for outdoor learning are classified into ecological park, experience-loaming area, field loaming area, and for natural learning, meteorological observatory, animal-breeding farm, and greenhouse.

• 디지털융복합연구
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• 제12권11호
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• pp.607-615
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• 2014

야외교육은 학습자에게 기대하는 내적 성장부터 생태와 환경까지 다양한 체험을 강조한다. 더불어 야외교육의 공동체성, 생태적 관점 등의 중요성은 시대적 요구이기도 하다. 이러한 야외교육은 우리나라 국가수준의 교육과정에도 반영되어 문서로 제시하고 있다. 하지만 야외교육에 대한 교육목표가 뚜렷하지 않고, 철학적 고민이 부족한 실정이다. 이에 본 연구에서는 야외교육에 대한 교육목표를 명확히 하고, 전문성에 대한 담론을 분석해서 지향점을 제시하였다. 야외교육의 전문성에 대해 논의하기 위해 '교사' 전문성, '체육 교사'의 전문성을 분석했다. 야외교육의 지향점으로는 첫째, 총체적 체험과 문제해결능력, 둘째, 반성적 실천가로의 지향으로 구분했다. 이는 야외교육은 효율적 지도방법만을 추구하는 것이 아니라 지도자 자신의 삶과 행위를 통해 지속적으로 성찰하고 실천하는 전문인으로 거듭나야 한다는 것이다. 결론으로는 첫째, 야외교육 체험에서 안전에 대한 문제 해결을 위한 매뉴얼 개발이 필요하다. 둘째, 야외교육을 가르칠 수 있는 전문인 양성을 위한 교과정 개발이 필요하다. 셋째, 야외교육을 학교교육으로 한정하지 않고, 비제도권 교육에 포함시켜야 함을 제시했다.

• 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.

• 한국체육학회지인문사회과학편
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• 제54권5호
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• pp.607-618
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• 2015

본 연구의 목적은 아웃도어 레크리에이션 참여자의 친환경행동에 이르는 과정, 친환경행동, 지속요인 및 제약요인 등 참여과정의 전반전인 요인을 탐색하고, 이들 사이에 논리적인 연관성을 밝혀 이론 모형을 만드는데 있다. 이를 위해 근거 이론적 분석 방법을 적용하여 해석하였다. 첫째, 인과적 조건과 상황적 맥락이 순차적 영향에 의해 아웃도어 레크리에이션 참여자의 친환경행동이 형성되었다. 둘째, 중심현상인 친환경행동에 참여하는 아웃도어 레크리에이션 참여자는 친환경행동과 관련된 독특한 지속요인과 제약요인을 경험하면서도, 일반적인 지속요인 및 제약요인이 부분적으로 나타났다. 셋째, 결과의 친환경 여가활동으로 정착은 중재적 조건의 참여지속요인과 상호작용전략의 동호회에 부분적으로 환류 되는 것으로 분석되었다. 본 연구를 통해 도출된 결과는 아웃도어 레크리에이션 참여자의 여가참여 경험 및 여가제약을 폭넓게 이해하고, 관련 후속 연구들 간의 유기적 결합을 통한 연구진보에 도움을 줄 수 있을 것이다.

• 한국환경복원기술학회지
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• 제11권4호
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• pp.57-66
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• 2008

This study, with teachers form elementary schools in Chungju-si as its subjects, has investigated influence of school forest on satisfaction with school greenspace and environmental education. It has reached the following conclusions. As for recognition of and satisfaction of school greenspace there were meaningful differences between teachers form school forest model schools and ones from common schools, which was thought to be due to positive effects of school forest movement. It appeared that environmental education was carried out through audio-visual materials once a week in most schools. On the other hand, as for class places, 'classroom in parallel with outdoor class' and 'classroom education' appeared to be carried out most frequently in the case of school forest model schools, and 'classroom education' in the case of common schools. However, considering the fact that 'field learning' the most important element in environmental education, appeared to be carried out least frequently in both of the groups, which suggests that we should improve it for future through introduction of various field-experience learning programs. As a result of the survey of satisfaction with environmental education, some meaningful differences were recognized between school forest schools and common schools, and 'presence or absence of field learning spaces' was the most frequently answered reason for 'satisfied' and 'unsatisfied'. Thus, 'schools' and related institutions' enthusiastic efforts are needed for providing field-experience spaces where children can directly access to and explore into nature.

• 한국환경교육학회지:환경교육
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• 제22권1호
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• pp.1-11
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• 2009

Environmental Literacy is needed to establish a sustainable society and can be very well developed through Outdoor Environmental Education(OEE). However, establishing OEE in Korea is a very difficult. Thus, it is very important to find out which factors influence the sustainability of OEE. The purpose of this study is to identify those factors. Participatory observation research and some interviews were used in "The Whale Class" of the University of Georgia in the United States. Major findings and recommendations were as follows: (1) OEEs give participants good experiences about the environment; (2) Program operators of OEEs are enthusiastic about education and environmental conservation; (3) Good educational practices such as cooperative education and participation in conversation foster learning; (4) Good organizations with guest lectures from various environmental fields would be beneficial; (5) Public information about environmental programs would be helpful; (6) Administrative support for those organizations connected to environmental programs would be useful; and (7) OEE provide reflection activities to foster Environmental Literacy.

• 한국지역지리학회지
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• 제11권2호
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• pp.247-262
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• 2005

지난 20여년에 걸친 우리나라 학교 환경교육은 기대만큼의 친환경적 행위 함양에 기여하지 못하였다. 이에 본 연구는 제7차 초등학교 환경교육의 목표와 내용을 교사용 지도서 및 교과서를 대상으로 분석하였다. 초등학교 환경교육의 수업목표는 인지적 목표 중심이고, 시수도 학년별로 매우 불규칙하다. 환경교육의 내용은 환경보전 및 대책, 자연 환경, 환경오염에 편중되어 있고, 학년이 높아짐에 따라 심화되지 않을 뿐만 아니라 지속성도 결여되어 있다. 그런데 사회과는 타 교과보다 환경교육의 목표와 내용의 비중이 높고 타 교과에서 다루어지지 않는 인공환경, 인구, 산업화와 도시화, 자원영역 등이 교수 학습되고 있다. 따라서 초등학생들의 친환경적 행위를 함양시키기 위한 한가지 방안으로 사회과 지리영역을 중심으로 타 교과의 환경관련 내용과 시간을 통합하여 거주지역 중심의 체험학습을 실시해야 할 것을 제안한다.

• 한국조경학회지
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• 제32권1호
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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.