• 인간식물환경학회지
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• 제23권2호
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• pp.233-243
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• 2020

This study collects social big data used in various fields in the past 9 years and explains the patterns of major keywords of the arboretums and botanical gardens to use as the basic data to establish operational strategies for future arboretums and botanical gardens. A total of 6,245,278 cases of data were collected: 4,250,583 from blogs (68.1%), 1,843,677 from online cafes (29.5%), and 151,018 from knowledge search engine (2.4%). As a result of refining valid data, 1,223,162 cases were selected for analysis. We came up with keywords through big data, and used big data program Textom to derive keywords of arboretums and botanical gardens using text mining analysis. As a result, we identified keywords such as 'travel', 'picnic', 'children', 'festival', 'experience', 'Garden of Morning Calm', 'program', 'recreation forest', 'healing', and 'museum'. As a result of keyword analysis, we found that keywords such as 'healing', 'tree', 'experience', 'garden', and 'Garden of Morning Calm' received high public interest. We conducted word cloud analysis by extracting keywords with high frequency in total 6,245,278 titles on social media. The results showed that arboretums and botanical gardens were perceived as spaces for relaxation and leisure such as 'travel', 'picnic' and 'recreation', and that people had high interest in educational aspects with keywords such as 'experience' and 'field trip'. The demand for rest and leisure space, education, and things to see and enjoy in arboretums and botanical gardens increased than in the past. Therefore, there must be differentiation and specialization strategies such as plant collection strategies, exhibition planning and programs in establishing future operation strategies.

• 인간식물환경학회지
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• 제23권5호
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• pp.577-587
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• 2020

Background and objective: Plants in temples are the results of cultural symbolization that embraces the experience and enlightenment of humans about life. As a way to improve the acceptance of the foreign religion, China gave cultural symbolization to plants in temple gardens through integration with traditional cultures and the understanding of the nature of plants themselves. This study aimed to identify cultural symbolism and signs of acculturation associated with Buddhist plants, targeting Bolisu, the most essential and symbolic plant in temple garden forests in China and Korea. Methods: The morphological and ecological characteristics of plants, functions, the texts that contained the history of Buddhism and literary works were examined through literature review, and the relation of Ficus religiosa with its planting conditions and nature, and Buddhist culture was explored. In addition, the cultural value of Buddhist plants themselves in establishing temples and the reason why Bolisu was planted in temples were reviewed through time series analysis. The obtained results were interpreted using an inductive method to identify substitutes for F. religiosa, cultural symbolism and signs of acculturation. Results: F. religiosa as one of the three holy trees and the five trees and six flowers in Buddhism is known as the original Bolisu. Since it grows well and is widely distributed in regions that accepted Indian Buddhism, it became the most representative holy tree in Buddhism. From the perspective of tree shape and nature, F. religiosa is in line with the Buddhist spirit of saving those in need with mercy and redeeming mankind, and figuratively shows that perfection can be attained like the fruit of Bolisu. Chines Buddhism had adopted highly symbolic plants for a long period of time as a means to spread the same belief and doctrines as Indian Buddhism. In China, however, there were only limited areas suitable for the growth of F. religiosa, and for this reason, borrowed Bolisu trees including Tilia. miqueliana, T. mandshurica and T. amurensis and other plants such as F. virens Ait. var. sublanceolata, G. biloba and M. alba were planted as a substitute in most regions, having been given with symbolism and belief as Bolisu. Conclusion: Chinese Buddhism planted the same plants as Indian Buddhism in order to enhance symbolism and also similar substitutes to express the same symbolism. This is a kind of acculturation and its influence and customs were not limited to China, but were introduced to Korea, The difference between China and Korea was that G. biloba was excluded from the substitute for Bolisu in Korea.

• 한국압력기기공학회 논문집
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• 제10권1호
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• pp.70-74
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• 2014

An Operating Experience Report(OER) has written about events and accidents happened at a Nuclear Power Plant(NPP). The purpose of publishing the OER is to prevent the similar event or accident repeatedly by spreading the experience of a single plant to other plants personnel. In this paper, it is analyses that the foreign NPPs' OERs on JIT published by the International Nuclear Agency(WANO, INPO, COG, BE). The analysis introduced in this paper is performed along with the various factors such as type of work, root-cause, and equipment. The root-cause analysis about the OERs shows that the Human-error is the major factor in foreign NPPs, but on the other hand equipment problem is the main part of the Domestic NPPs. The ratio of the foreign NPP's OERs on JIT according to the type of work was applied to KHNP-JIT developed nowadays for the first time in KOREA.

• 한국학교보건학회지
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• 제28권2호
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• pp.127-138
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• 2015

The purpose of this study was to examine the relationship of bully/victim experiences and bioethics of 5th and 6th graders. Participants were 326 elementary school students. Methods: The data was collected from 1th to 30th October, 2014 in G City. Data were analyzed using descriptive statistics, t-test, ANOVA, Pearson's correlation and multiple regression and Scheff$\acute{e}$ post-hoc analysis by SPSS 18.0. Results: First, in regard to bioethics, significant factors were liking for growing plants (p<.001), emotions after killing insects (p<.001) and the number of friends (p=.003). In regard to bullying experiences, significant factors were gender (p=.021), religion (p=.026), participation in religious activity (p=.019), liking for growing plants (p=.009), insect killing experience (p=.009). The bioethics score of the victim group (2.70 point) were higher than the bully group (2.49 point). The relationship between bully/victim experiences and bioethics was negative. The factors affecting bioethics were liking for growing plants (${\beta}=.159$, p=.004), the number of friends (${\beta}=.124$, p=.030), experiences of being bullied (${\beta}=.352$, p<.001), emotions after killing insects (${\beta}=-.135$, p=.011). Conclusion: Therefore, based on the results of this study, it is required to develop rich learning content and a variety of teaching and learning models for bioethics. Efficient bioethics program would help elementary school students have a higher bioethics awareness. The entire society and families should wake up to the evil effects of school bullying and make concerted efforts to root it out with a sense of responsibility.

• 한국과학교육학회지
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• 제17권3호
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• pp.261-271
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• 1997

This study evaluates on students' understanding and misunderstanding of homeostasis, classification of animals and plants, and food production in plants, and analyzes the teacher factor as a possible source of students' misconception. A total number of 863 students and 47 biology teachers at the middle and high school were randomly selected. Students' conceptions and misconceptions were measured with concept evaluation statements (CES) which was translated into Korean by author. The CES was developed and validated by Simson and Marek (1988). Teacher's misconceptions were investigated the way in which teachers marked students' work. The supposed answer given to the teachers to mark was based on misconceptions held by students tested in concept evaluation statements. The results of this study are as follows : 1. 0% of 7th Grade students, 4.5% of 9th Grade students and 5.4% of 11th Grade students understood homeostasis. There was a significant difference at the level of students' understanding of homeostasis according to schools and gender(P<0.05). Many students had a tendency of understanding the conception of the homeostasis by experiences and unscientific use of everyday language rather than a scientific concept. 2. 0.4% of 7th Grade students, 3.1% of 9th Grade students and 2.9% of 11th Grade students understood classification of animals and plants. There was a significant difference at the level of students' understanding of classification of animals and plants according to schools and gender(P<0.05). Students classified animals and plants through personal experiences and observations instead of trying to classify through microscopic analysis of animals and plants cell. 3. 1.2% of 7th Grade students, 10.3% of 9th Grade students and 19.4% of 11th Grade students understood food production in plants. There was a significant difference at the level of students' understanding of food production in plants according to schools and gender(P<0.05). Students had a misconception that food production in plants was done by an absorption of nutrients from soil not by photosynthesis. 4. A large proportion of teachers surveyed in this study appear to have misconceptions about homeostasis (38.1%), classification of animals and plants (34.1%), food production in plants (40.4%). The male teachers had. more misconceptions than female teachers(P<0.05). However, they didn't show any significant differences according to schools and teaching experience(P<0.05). 5. According to the investigation of teachers' perception, 29.8% of the teachers acknowledged that they might be a cause for students' misconceptions. This study shows that 38.3% of teachers did not understand the analyzed biological concepts precisely. By comparing the data of students and teachers, it turned out that teachers participate in the students' misconceptions. And teachers themselves acknowledged that students' misconceptions could be caused by them. Therefore. teachers' right understanding of fundamental biological concepts should precede to students' biology education. New training programs for biology teachers seem to be urgent.

• 인간식물환경학회지
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• 제24권1호
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• pp.17-27
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• 2021

Background and objective: This study was conducted as part of research to promote garden diversity and seek sustainable garden management plans, as well as to determine the trends in understanding and use of companion plants as an eco-friendly farming method and provide the results as the basic data for sustainable urban agriculture. Methods: To determine the trends in garden activities, eco-friendly pest control, and use of companion plants, a survey was conducted on 230 urban residents participating in the Urban Agriculture Expert course. 223 copies of the questionnaire were collected excluding missing values, and IBM SPSS statistics Ver. 25 Program was used for frequency analysis, descriptive statistics, and regression analysis. Results: Most of the respondents were female (71.3%), homemakers (26.5%), were in their 50s (29.1%), and had 2 members in the family (27.8%). 164 respondents (73.5%) had experience in gardening, most of them once a week (31.7%) and for self-consumption (55.5%). Both men and women raised crops for safe food production (32.3%), and they most preferred the city garden type (39.9%). For the preparation of nourishment for eco-friendly garden management, most respondents (60.1%) purchased fertilizers from the market. For the reason why eco-friendly pest control is necessary, all respondents except 4 of them (98.2%) responded that it is necessary 'because it affects my health as I eat it (73.5%)', indicating that they still had a high level of interest in health. Only 43.9% of the respondents said that they had heard of companion plants, 89.2% responded that companion plants were effective in eco-friendly management, and 87.4% showed the will to participate in gardening using companion plants in the future. Finally, the regression analysis confirmed that the awareness of companion plants and satisfaction with gardening activities are key variables that increase the intention to participate in gardening activities in the future. Conclusion: Since plants require special care depending on the period and various diseases and insect pests occur, there must be continuous research on companion plants as an eco-friendly farming method. Moreover, by actively using companion plants in urban gardens with the utility value in not only eco-friendly pest control but also in helping plant growth, urban agriculture is expected to be continuously activated and promoted by increasing satisfaction in gardening activities with aesthetic landscaping and pest control.

• 한국조경학회지
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• 제34권4호
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• pp.48-60
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• 2006

This study was carried out to create a master plan for an urban eco-forest, including concepts of forest restoration, forest management, and nature education. The concept of an urban eco-forest is different from the original eco-forest, which pursues the conservation of native species in their habitats, using the resources of special plants, etc. The study site was a hill (128m) managed as an urban natural park. Citizens have usually used the park for fitness purposes, as a place for outdoor exercise early mornings on weekdays and holidays. The result of a questionnaire survey showed that the users knew about the eco-forest, and they wanted to participate in the nature education programs. The flora and actual vegetation were weak about conservation of native species on the site. The framework of the plan consisted of development of the ecological forest and forest restoration, and allowed for recreation and the experience of nature, according to the concepts of the urban eco-forest. The landscape was divided into the experience zone of biodiversity, the experience zone of a valley ecosystem, the forest restoration zone, and the recreation and experience zone in nature. Based on this framework, detailed programs and theme areas were planned, as were forest restoration models and planting plans.

• 한국습지학회지
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• 제19권2호
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• pp.230-239
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• 2017

최근 한국은 농촌관광의 수요가 증가하고 있지만 유형은 농사체험이 대부분이다. 이러한 상황을 극복하기 위해 생태체험이 도입되고 있다. 농촌 생태체험의 공간인 연못의 콘텐츠, 교육자료 확보가 필요하다. 따라서 본 연구에서는 연못형습지 식물의 전통한방이용형태를 분석하였다. 전통한방은 과거부터 이어져 온 전통지식으로 요즘에도 의학, 약학, 과학 등 다양한 분야에서 활용한다. 분석된 내용은 생태체험 교육자료에 도움이 될 것이다. 조사는 농촌지역 연못형습지 40개소의 식물을 조사하였다. 전통한방이용형태는 특허청에서 운영하는 전통지식포탈의 내용을 제공받아 사용하였다. 40개 연못형습지에서 조사된 식물은 총 108과 457종이며, 그 중 전통한방이용형태에 대한 정보가 있는 종은 53과 314종이다. 이것은 연못형습지 주변의 식물 중 68.8%가 전통한방을 함유하고 있다는 의미다. 이 밖에도 음식, 공예, 전통농업 등의 활용 형태를 포함한다면 70~80% 이상 전통지식을 포함할 것이라 예상한다. 전통한방에 사용 된 314종의 효능은 570가지, 325가지의 병증을 치료하는 효과가 있다. 1종당 평균 4.0(0~20)가지의 효능으로 6.6(0~20)가지의 병증을 치료할 수 있다. 본 연구 자료는 체험, 교육, 의학 등 다양한 분야에 활용되길 기대한다. 그리고 많은 가치가 있는 연못형습지는 계속적으로 보전할 필요가 있다고 판단된다.

• 인간식물환경학회지
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• 제22권3호
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• pp.321-332
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• 2019

The purpose of this study is to investigate the changes of sensory and visual perception of children with intellectual disabilities by conducting psychomotorik (psychomotor activity) in the forest and indoor treatment rooms. Accordingly, this study divided 18 children with intellectual disabilities living in the facility for persons with disabilities located in Seoul into three groups: the experimental group participating in psychomotorik in the forest, the comparative group participating in psychomotorik in the treatment room, and the control group without any treatment at all. The program was conducted for 32 weeks, 4 hours a month. The results showed that psychomotorik promoted the sensory and visual development of children with disabilities. Psychomotorik in the forest showed significant effects on touch and activity level, form constancy and eye-hand coordination. Psychomotorik in the treatment room showed significant improvement in figure-ground with reduced motion. This suggests that psychomotorik in the forest as well as indoors is a positive factor for sensory adaptation reaction and visual development of children with intellectual disabilities.

• 인간식물환경학회지
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• 제23권2호
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• pp.211-220
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• 2020

The purpose of this study was to analyze the frequency and contents of horticultural activities in 696 individual activities listed in 11 teacher's guidebooks of Nuri Curriculum for 5-year-olds, and to find out the perceptions of horticultural activities in the formal curriculum. The target horticultural activities that were selected were those using natural objects like potted plants, water, wind, soil, stones, etc. as the topic or subject of activities, and those with different topics but are mentioning plants or natural objects as an example at least twice. The 150 selected horticultural activities were classified by life-based theme, activity type, activity domain, and medium. As a result of examining horticultural activities by life-based theme, there were 150 horticultural activities (21.55%): 40 in Spring, Summer, Autumn and Winter (5.75%), 34 in Animals, Plants, and Nature (4.89%), 22 in Environment and Life (3.16%), 19 in Our Country (2.73%), and nine in Our Neighborhood (1.29%), nine in Various Countries of the World (1.29%), four in Health and Safety (0.57%), four in Living tools (0.57%), four in Transportation (0.57%), three in Kindergarten and Friends (0.43%), two in Me and My Family (0.29%; χ²=130.427, p < .001). As a result of examining horticultural activities by activity type, there were 61 free choice activities (40.67%), 80 large and small group activities (53.33%), and nine outdoor play activities (6.00%), indicating that outdoor play was the fewest activity type (χ²=54.040, p < .001). The results of analyzing horticultural activities by activity domain showed that there were 25 in conversation (16.67%), 19 in science (12.50%), 14 in art (9.33%), 14 in cooking (9.33%), 10 in fairy tales (6.00%), nine in music (6.00%), eight in language (5.33%), eight in number operation (5.33%), eight in others (5.33%), six in children's plays (4.0%), six in games (4.0%), four in body and movement (2.67%), three in stacking (2.00%), three in roles (2.00%), three in rhythm (2.00%), two in children's poems (1.33%), two in field experience (1.33%) and one in outside play (0.67%; χ²=87.600, p < .001). As a result of examining the mediums used in the horticultural activities, 46 activities (30.67%) directly used plants as the mediums, 11 activities (7.33%) used soil such as stones, gravel, and earth as the mediums instead of plants, four activities (2.67%) used dry plants such as branches and dry leaves as the mediums, and 89 activities (59.33%) used videos, photos of plants, and pictures of plants as the mediums (χ²=121.307, p < .001).