• Journal of People, Plants, and Environment
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• v.24 no.2
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• pp.119-135
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• 2021

Background and objective: This study was conducted to identify the components of kindergartener horticultural education by deriving objective components of horticultural education using the Delphi survey method, and then to provide basic data that can be used when creating horticultural programs in the regular curriculum. Methods: A total of 32 experts including professors of early childhood education, kindergarten directors, horticultural therapy professors, and horticultural therapists were selected as the Delphi panel. Of the 32 selected, only 29 answered all three rounds of the surveys. For the first round of the survey, an open-ended questionnaire, was used, and in the second and third rounds closed-ended questionnaires were used. Results: Results indicated that under the category of the goals of horticultural education, there were 7 items related to the current problems of horticultural education, 16 items related to the need for horticultural education in the smart age, 18 items related to the direction of horticultural education, and 5 items related to the areas most suitable for horticulture education for young children in the Nuri Curriculum. Results in the category of the implementation of horticultural education indicated that 2 items related to horticultural education hours, 3 items related to the venue for horticultural education, 2 items related to the activity types applicable to the Nuri Curriculum, and 4 items related to the objects of horticultural activities were derived. As the current problems of horticultural education, the following items were identified: event-oriented activity (M = 4.24) and lack of kindergarten teachers' opportunities for systematic gardening education (M = 4.21). The results related to the necessity of horticultural education indicated the following items: education on respect for life through caring (M = 4.59), emotional intelligence and stability (M = 4.55), directly experience of the growth process of plants (M = 4.55), and development of the five senses (M = 4.55). Finally, within the direction of horticultural education: nurturing the desire to live with nature (M = 4.50), and learning about life (M = 4.44) was identified, which had higher averages. Within the areas of the Nuri Curriculum, which is most consistent with horticultural education, nature exploration (M = 4.69) and the integration of all areas (M = 4.59) were derived as priorities. Also, regarding the implementation of horticultural education, the following items were derived as the priority from the expert group: 30-40 minutes (M = 4.14) and 40-50 minutes (M = 4.14) for class periods, outdoor garden in a kindergarten(M = 4.66) for the venue of gardening education, outside play (M = 4.59) for the activity type, and vegetable crops (M = 4.55) for the objects of gardening activities. Conclusion: It is significant that the goal and implementation of kindergartner horticultural education were objectively derived through collecting opinions of expert panels. Based on the results of this study, a horticultural education program for kindergarten teachers should be implemented.

• Journal of People, Plants, and Environment
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• v.21 no.6
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• pp.533-543
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• 2018

This study aimed to examine how the horticultural therapy that was originated in the US has influenced South Korea and Japan and developed in the two countries as an interim check to promote qualitative growth of horticultural therapy with the growing social attention. It also aimed to look into the background of how horticultural therapy was introduced in Japan (which introduced horticultural therapy around the same time as Korea), and the process of the introduction, and compare them with those of Korea in order to set the direction for horticultural therapy. Data was collected to prepare the chronological table of horticultural therapy in Korea and Japan and investigate the flow. Interviews were conducted with the professors who first opened a horticultural therapy course in university so as to determine the introduction background. The analysis results are summarized as follows: Horticultural therapy was created to give mental comfort and emotional purification to those concerned with horticulture that had concerns over social phenomena. In Korea, there had been a process of finding a way of getting mental comfort and emotional purification in the economic slowdown in the late 1990s. Since 2001, there have been more attention and demand for horticultural therapy. As a result, there has been a tendency of studying general horticultural welfare activities and professional horticultural therapy separately. In Japan, the environmental pollution that has arisen since 1970s led to a concern over social orientation in the relation between plants and humans. The academic conference of global researchers to establish the horticultural therapy studies influenced the introduction of horticultural therapy in Korea and Japan. Both countries had no operations and system, and developed them independently. They had similar directions to seek, such as the department of horticultural therapy, need for professional education, active introduction of hospital practice (internship), and security of operating budget. Horticultural therapy has many competencies and thus requires constant research and expansion.

• Horticultural Science & Technology
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• v.33 no.5
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• pp.772-783
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• 2015

This study focuses on horticultural activities using colorful food to reduce diets unbalanced in vegetables and to increase emotional intelligence. Horticultural activities using colorful food vegetables were based on 'Health in Daily Life' in the '7th Kindergarten Curriculum'; to improve the dietary habits of the young children, the program was also linked with a parents' education program. The research was conducted with a total of 70 children from classes for four-year-olds in three child-care centers located in Seoul. The horticultural activities based upon nutrition education included activities using colorful food vegetables and nutrition education. For the nutrition education group, only nutrition education was provided, while neither horticultural activities nor nutrition education were provided to the control group. The study was conducted from September to December 2011. A total of twelve sessions were conducted once a week for 60 minutes each. According to the result, after the horticultural activities with colorful food vegetable were conducted, both the nutrition education group and horticultural activity & nutrition education group showed improvements in 'Nutrition Knowledge' compared to the control group. Regarding 'Unbalanced Diet Behaviors', the horticultural activities & nutrition education group showed meaningful decreases compared to the control group. Moreover for preference of fruits and vegetables, the horticultural activities & nutrition education group revealed meaningful improvements. In conclusion, colorful food vegetable horticultural activity could be an effective approach to resolve the imbalance of health caused by unbalanced diets as children who participated in the colorful food vegetable horticultural activities continued to respond spontaneously to the colors of vegetables and fruits and showed joy and kept voluntarily eating them.

• Journal of People, Plants, and Environment
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• v.24 no.6
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• pp.595-608
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• 2021

Background and objective: For effective horticultural education, it is required to develop kits for practice. In this study, we developed a horticultural kit for germination that introduces storytelling, characterization, and assembly, and investigated the educational effects of using it to study its educational differentiation and usefulness. Methods: First, we developed a seed germination kit for learning. It consists of three components: the kit main frame for hydroponics, the activity sheet for storytelling, and the instruction manual. It is made into an acrylic assembly in consideration of the ease of delivery for contactless learning. Second, we developed two programs, each using a germination kit for horticultural education (experimental group) and a general germination kit program (control group). At this time, the class consists of pre-questionnaire, the 1st and 2nd classes, observation log writing (total six times for two weeks), the 3rd class, and post-questionnaire. The experimental group and control group were separately executed. Third, the application results were compared and analyzed before and after class. As a quantification questionnaire, the effects before and after class were compared through t-test with a questionnaire on program satisfaction and attitude change toward plants. The quantitative results were analyzed through observation activity sheets and effects before and after the class were analyzed through t-test with quantification and language coding. Results: The effect of horticulture education using the developed kit was estimated by a quantification questionnaire. Both the program satisfaction and the change in attitude toward plants showed high in the experimental group, and this difference was statistically significant (p < .05). As a result of analyzing the observation paper with a qualitative questionnaire, various cognitive and affective expressions appeared in the experimental group as well as the contents of the observation paper. The number of syllables and various qualitative expressions appeared, and these differences were also statistically significant (p < .05). Conclusion: Compared to general germination activities, it was found that the germination activities using storytelling-based horticultural kits would be effective for contactless classes in the post-COVID-19 era and in increasing the educational effect of horticultural activities.

• Journal of People, Plants, and Environment
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• v.21 no.6
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• pp.523-532
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• 2018

In order to actively apply horticultural therapy to vocational education base schools, this study applied the learning theories based on behaviorism, cognitivism, and constructivism to improve the vocational skills of high school students with intellectual disabilities. The horticultural therapy program was carried out in total 12 sessions with three groups composed of 20 students each: 20 in the control group, 20 in the experimental group with a normal horticultural program, and 20 in the experimental group with a horticultural therapy program which applied the learning theories based on behaviorism, cognitivism, and constructivism. The results were analyzed with SPSS 12.0 using the Interpersonal Negotiation Strategies evaluation tool. The study found that in terms of interpersonal relationship, there was no significant difference between the pre and post tests within each group. However, in the post tests among the three groups, there was no significant difference between control group and experimental group with normal horticultural program (p=.82), but there was a significant difference between the control group and experimental group with the horticultural therapy program applying the learning theories based on behaviorism, cognitivism (p=.03). This proved that the horticultural therapy program applying the learning theories based on behaviorism, cognitivism is effective for improving interpersonal relationship. Ultimately the program is expected to be continuously, and systematically improved and applied as a learning method contributing to developing the basic vocational skills of persons with intellectual disabilities.

• Horticultural Science & Technology
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• v.33 no.3
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• pp.390-395
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• 2015

The synthesis of chimeras is a breeding approach for horticultural crops. In our breeding program, a new diploid citrus chimera, named 'Hongrou Taoye' (Citrus sinensis [L.] Osbeck + Citrus unshiu Marc.), was found arising at the junction where a 'Taoye' sweet orange (C. sinensis) scion was grafted onto Satsuma mandarin (C. unshiu). As an artificial chimera, its fruit traits derived from the L1 cell layer, with juice color and carotenoid complement, in which ${\beta}$-cryptoxanthin accumulated predominantly, similar to those of Satsuma mandarin. By contrast, traits originating from the L2/L3 cell layer, including pollen, seed, and rind aroma characteristics, were the same as those of 'Taoye' sweet orange (the scion). SSR and cpSSR analyses showed that both nuclear and chloroplast genomes of the chimera were a combination of both donor parents. 'Hongrou Taoye' thus combined the valuable traits of both donor plants, and therefore has good potential in citrus fresh market.

• Proceedings of the Korean Society of Crop Science Conference
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• 2022.10a
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• pp.295-295
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• 2022

• Mycobiology
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• v.28 no.3
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• pp.115-118
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• 2000

To determine the degree of variability among the host plant species in their abilities to become colonized by arbuscular mycorrhizal fungi (AMF), the inoculum for AMF was collected from the various sites in Korea and was inoculated to the three horticultural plants; Tagetes patula, Torenia fournieri, and Salvia splendens. After 4-month growth under greenhouse, mycorrhizal root colonization rates and spore density were measured. The roots of T. patula showed higher colonization rate than both plants of T. fournieri and Salvia splendens. The mycorrhizal root colonization was influenced by both of the AM fungal inoculum and the host species or their interactions. The combination of the host and fungal species was suggested to be important for the application of AMF to horticultural crops.

• The Korean Journal of Mycology
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• v.19 no.3
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• pp.186-202
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• 1991

Out of the 36 species (22 families) of horticultural plants collected from the horticultural shop around Cheong Ju, the 17 plant species (47.2%) were infected with VA-mycorrhizae in the root tissues. Also, the chlamydospores or azygospores of VA-mycorrhizae were identified (two genera, three species); Acaulospora spinosa, Glomus etinucatum, and G. tortusom. VA-mycorhizae found from the cultivated plants around Korea National University of Education and other area were also identified (four genera, six species); A. myriocarpa, Gigaspora decipiens, G. caledonium, G. glomerulatum, G. microcarpum, and Scutellospora calospora.

• Journal of People, Plants, and Environment
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• v.23 no.5
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• pp.495-506
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• 2020

Background and objective: This study conducted a conjoint analysis on early childhood teachers to find out their preferences in horticultural activities that are used as a means of education in early childhood education. Methods: For the conjoint analysis, five attributes of horticultural activities were selected. Attribute 1 was method of horticultural activities, divided into two levels: exclusive and integrated horticultural activities. Attribute 2 was object of horticultural activities, divided into three levels: fruit crops, vegetable crops, and floricultural crops. Attribute 3 was activity type, divided into three levels: big and small group, free choice, and outdoor play. Attribute 4 was place for horticultural activities, and divided into two levels: indoors and outdoors. Attribute 5 was time for horticultural activities, divided into two levels: 30 minutes and 30-60 minutes. The orthogonal design was used to extract 20 profiles, after which we conducted a survey on 320 early childhood teachers and analyzed the valid responses from 257 teachers. Results: The preference of early childhood teachers showed highest importance in object (29.1%), followed by activity type (23.2%), activity method (17.4%), time (16.1%), and place (14.2%) (Pearson's R = .591, p = .008). By level of each attribute, the importance was high in exclusive horticultural activities for activity method, big and small group for activity type, vegetable and floricultural crops for object, indoors for place, and 30 minutes for time. Conclusion: The horticultural program preferred by early childhood teachers is comprised of big and small group activities using vegetable and floricultural crops, carried out indoors for 30 minutes as an exclusive class.