• 아시안잔디학회지
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• 제16권2호
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• pp.85-96
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• 2002

This study showed the current plantation of woody landscape plants of 42 school gardens in Daejeon metropolitan city. The ratio between evergreen tree and deciduous tree was 67% to 33%. The ratio between evergreen shrub and deciduous shrub was 48% to 52%. Also, 161 kinds of woody species were found; evergreen tree was 21 species, deciduous tree was 67 species, evergreen shrub was 16 species, deciduous shrub was 44 species, and vine and the others were 13 species. The proportion of native woody species was 61% (98 out of 161 species). 110 species were planted at the front garden area. In the mid-garden, 77 kinds of woody species were found. In the side garden, 95 kinds of woody species were found. In the rear garden, 92 kinds of woody species were found. The surrounding of play ground and outer area were planted 82 species. The first ranked evergreen tree was Juniperus chinensis‘Kaizuka’. And Deciduous tree, evergreen shrub, deciduous shrub, and vine showed Gingko biloba, Buxus microphylla var. koreana, Hibiscus syriacus, Wisteria floribunda, respectively. The school symbol of tree and flower was planted in 41 schools. The first rank plants of school symbol tree and flower were Pinus densiflora, Forsythia koreana and Rosa spp. Plant nameplate was found at 22 schools. The plant nameplate was used for 1∼10 species at 17 schools. In conclusion, plantation of landscape trees should be considered characteristic of each school area. In addition, school landscape should be planned distinction of a elementary school, a middle school, a high school, and a school for handicapped. School landscape should be considered carefully from functional, natural, educational environment and maintenance viewpoints as well as urban forest networking.

• 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.

• 자연과학논문집
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• 제12권1호
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• pp.103-110
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• 2002

The aim of this study was to analysis the landscape equipments of 42 school gardens in Taejon metropolitan city. Outdoor educational landscape equipments were found out at 10 schools out of 42 schools. The materials of main entrance were consisted of steel and stone at 19 schools. The stands at front of the main ground were existed at 21 schools. The pergolas and benches were existed at 20 schools. The living material fences were found out at 21 schools. Plant nameplates were found out at 22 schools. But the contents of the nameplates were so poor. The wetland and roof garden of the school were not existed. School landscape equipments should be introduced by the distinction of elementary school, middle school, and high school as well as by the space of the school site.

• 한국환경교육학회지:환경교육
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• 제11권2호
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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.

• 한국환경교육학회지:환경교육
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• 제20권4호
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• pp.27-38
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• 2007

The purpose of this study was to investigate how the future users of a children's garden felt about the designing and operation of the children's garden, which is to be constructed within Korea National Arboretum. For this study, a total of 1,855 elementary school children were selected and then classified by sex and grade. The survey had been carried out to examine the following five items: necessity and advantages of the garden, plants suitable for it, artificial facilities required for it, its space structure, programs necessary for educational activities, and operation programs. The results are as follows: 1. Necessity and advantages of the children's garden: Some 87.7% of respondents said the garden is needed, it would serve for environmental preservation, it would function as a resting place, and it would have educational effect; 2. Plants suitable for it: Uncommon plants which have flowers of several colors; 3. Artificial facilities required for it: Places for experience and rest; 4. Programs necessary for educational activities: maze experiencing and gardening; and 5. Operation programs: Some 86.3% of the respondents said they are needed. They thought educational programs providing the activities of experiencing would be preferable. This study provides basic materials for the planning and designing of the children's garden. When constructing the garden, we should have enough prior discussion for the matters listed above. Furthermore, it is needed to develop several educational programs for efficient operation and management.

• 한국초등과학교육학회지:초등과학교육
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• 제26권3호
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• pp.329-340
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• 2007

This study is to find out how well elementary school gardens work as places of observation learning. We compared the tree species planted in elementary school gardens with those which appeared in the science textbooks of the 7th Korean National Curriculum. The number of tree species are 60 throughout all the grades, specifically; 43 in the third grade, 22 in the fifth grade, 16 in the first grade, 15 in the second grade, 8 in the sixth grade, and 5 in the fourth grade, respectively. Their frequency of appearance (hereafter referred to as 'appearance frequency') throughout all the grades is 175, and the maximum frequency is 62 in the third grade. Of particular note is the fact that the appearance frequency in one grade was very high, meaning that a repeat study will not be conducted. The total number of tree species counted in the study was 13,028 and consisted of 167 species in 52 families. Only 23% of the total planted tree species, that is, 38 tree species appeared in the textbooks, so the ratio of the practical usage of school gardens was revealed to be low. In the school gardens, there are only an average of about 16 tree species per school. The fewest number of species in one school was 9 and the most was 22. The native species were 74 and the non-native species were 93. This means that almost all the planted species do not relate to observation learning in the textbooks. The 22 tree species among 60 species in the textbooks were not planted in the gardens. In conclusion, the degree of utilization of almost all the elementary school gardens examined during this investigation was very low.

• 인간식물환경학회지
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• 제23권2호
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• pp.221-231
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• 2020

Since elementary school is a time in which basic concepts like attitudes and mindsets about careers are formed, career education is very important to elementary school students. This study was conducted to investigate the effects of a gardening program applying the academic disciplines of Science, Technology, Engineering, Arts, Mathematics, and Society (STEAMS) on developing career education for elementary school students. In order to determine the effectiveness of the program on career development of elementary school students, this study was conducted with 28 upper elementary students in the experimental group who participated in the gardening program, and 30 upper elementary students in the control group who did not. The program was comprised of total 8 sessions, one session per week, with various garden activities. The career development scores of the two groups before and after the program were comparatively analyzed. Before the program, the experimental group had significantly lower scores for career development than the control group. After 8 weeks of the program, the control group did not show any changes in career development, while the experimental group that participated in the program showed a significant increase in career development, resulting in no difference in career development between the two groups after the program. Therefore, the program has positive effects on improving career development of upper elementary students who previously had insufficient career development. Overall, the program had positive effects on career development of upper elementary students, and further research is needed to systematically promote the STEAMS-based gardening program to promote interest and understanding of students by associating plant-based gardening activities with various subjects such as science, art, and social studies.

• 한국환경복원기술학회지
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• 제3권1호
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• pp.10-19
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• 2000

본 연구는 초등학교 환경교육을 통해서 우리 자연자원의 소중함을 인식시키고, 실제 학교환경을 이용한 자생식물 교육을 위하여 제도적 교과서에서의 식물이용현황 및 학교현장의 녹지공간 현황, 자생식물 식재여부를 통하여 다음과 같은 결론을 도출할 수 있었다. 첫째, 향후 7차 교과 개정시에는 교과서에 자생식물에 대한 개념 및 훨씬 더 많은 자생식물이 그림이나 사전과 함께 실리며, 학생들이 접하기 힘든 어려운 식물들을 초기단계부터 교육하기 보다는 일상생활에서 늘 접할 수 있는 쉬운 가존의 소재들을 바탕으로 중기단계에서는 직접 실생활에서 응용되는 실용적 소재로 학생들에게 흥미를 유발하여 말기에는 희귀종, 어려운 식물 및 우리 자생식물을 '먹을 수 있는 식물', '나비와 벌이 모여드는 식물', '약으로 쓰이는 식물', '습지를 좋아하는 식물'들로 테마를 설정해 제시하는 단계별 방안이 모색되어져야 한다. 둘째, 현재의 학습원은 작물, 초화류 위주의 식물식재로 학생들에게 다양한 식물교육, 특히 자생식물 교육의 효과를 가지지 못하고 있다. 더욱이 교사와 학생들에 의해 식물이 식재되고, 관리되어지는 실습의 장으로써가 아닌 일부 교사, 또는 담당관리에 의해 조경수목 식재지의 일부로 관리되어지는 경우가 많음을 현황조사 결과 알 수 있었다. 학습원과 더불어 학교 녹지공간 전체의 배치, 식생의 층위구성, 자생식물의 식재수종 등에 변화가 요구된다. 학교환경을 효율적으로 이용하기 위한 방안으로 현재 조성되어 있는 학습원(재배원 교재원) 및 조경공간 등의 적극적인 활용과 비조성 학교에서의 학습원 조성을 위해 모델제시와 더불어 "어린이 자생식물 연구회", "우리꽃 가꾸기 모임", "1인(人) 한 나무 가꾸기" 등의 다양한 모임을 토대로 우리꽃 이름짓기 대회, 관찰일기 쓰기, 우리학교 자연이야기 신문 만들기 등의 다양한 프로그램 개발을 활성화하여 학교 내에서의 자생식물 실습교육을 유도한다. 향후 위 자료를 기초로 교사와 학생에 대한 식물교육 및 자생식물에 대한 향후 의식조사를 실시하여 현재 학교에서의 오염중심 환경교육에서 벗어나 자연과 접하며 실제 환경의 소중함을 체험할 수 있는 정확한 정보 및 다양한 자료를 통하여 생명의 소중함을 느끼게 하고, 환경 문제의 근본적인 해결을 위한 방안이 요구된다.

• 한국환경복원기술학회지
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• 제23권5호
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• pp.73-86
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• 2020

In the modern era, the elementary schools in the Republic of Korea are advanced with the competitive world. Thus advancement in technology, and other factors in the elementary schools are releases some kind of particulate matter (PM), which causes deleterious effects on school students health, academic program, growth and development. The school students are susceptible to PM particularly, PM₁₀ and PM_2.5. Based on this hazardous effect of PM on school students we conducted the research on the elementary schools class rooms by introducing vertical gardening system to get the schools "ever green". The main aim of this study is to investigate the environmental factors in the educational effect program in the class rooms and indoor air quality changes. For the educational effect, the 4th operation program was applied to 2 schools for 2 hours once a month from September to December 2019. Each school conducted a survey on satisfaction, plant friendliness, and environmental sensibilities, targeting classes that participated in the green school program and those who did not. The environmental effects were monitored by installing indoor air quality facility in the program participating classes and the non-participating classes. From November 2019 to December 2019, three factors were measured: PM10, PM2.5, and humidity. The results were analyzed by T-test using the SPSS 24.0 software program. As a result of the analysis, student's overall satisfaction with the program and their intention to re-engage were high in terms of educational effect. It was also found to be effective in emotional, educational, social, and physical aspects. In particular, it was found that there was a statistically significant effect on improving plant friendliness in terms of plant friendliness and environmental sensitivity. In terms of environmental effects, it was found that there was a significant difference between the program-applied and non-programmed classes in PM10, PM2.5, and humidity. Through this study, it was confirmed that the plant education program using vertical gardens is effective in both the educational effect and the improvement of indoor air quality in the classroom. In conclusion, vertical gardening system in the elementary schools should implement for the beneficial of young generation development and back bone to the nation.

• 한국초등과학교육학회지:초등과학교육
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• 제39권3호
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• pp.369-381
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• 2020

This study aims to analyse the relationship between multiple intelligence and scientific creativity of science-gifted elementary students focusing on the subject of biology. For this, 37 science-gifted fifth-graders in the Science-Gifted Education Center at an Office of Education conducted a multiple intelligence test. In addition, researchers collected science-gifted students' results of scientific creativity activity at the botanical garden field trip. The main findings from this study are as follows: First, strong intelligence was logical-mathematical intelligence for gifted students, and weak intelligence was found to be naturalistic intelligence for them. Second, there was no significant correlation in the relationship between multiple intelligence and scientific creativity of science-gifted students. Third, as a result of independent two sample t-test for each intelligence and scientific creativity scores divided into the upper and lower groups, only verbal-linguistic intelligence statistically differed significantly at the level of p<.05 (t=2.13, df=35, p=0.04). Fourth, as a result of conducting a two-way analysis to see if there were any interaction effects, verbal-linguistic and visual-spatial, logical-mathematical and visual-spatial, logical-mathematical and bodily-kinesthetic, and visual-spatial and musical-rhythmic intelligence all showed significant values at the level of p<.05 level in interaction effects on originality element comprising scientific creativity. Fifth, an analysis of students with high naturalistic intelligence showed that their scores of scientific creativity tasks conducted at the botanical garden field trip were all lower. Based on the results of this study, this study discussed the implications of scientific creativity learning linking multiple intelligence in primary science education and gifted education.