• 문화기술의 융합
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• 제9권1호
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• pp.119-128
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• 2023

본 연구는 플로러닝을 기반으로 자연에 대한 인식과 활동 방법을 익히고 느낄 수 있는 자연체험활동 프로그램을 개발하여 자연체험활동을 통한 대안적 수업 모델을 제시하기 위한 목적으로 수행되었다. 연구의 목적을 달성하기 위하여 자연과 만나기, 자연 탐구하기, 자연과 온몸으로 놀기, 자연에서 느낀 감동 나누기의 네 단계가 순환적으로 이루어지는 플로러닝 자연체험활동을 기저로 하여 ADDlE 교수설계 모형의 각 단계별 주요 절차를 바탕으로 자연체험활동 프로그램 개발하였다. 연구 과정을 통하여 자연체험활동 프로그램의 각 단계별 활동 및 유의사항에 대해 제시하였으며, 개발된 프로그램을 바탕으로 주요 교육적 시사점을 논의하였다. 연구를 통해 개발된 자연체험활동 프로그램은 교사에게 자연체험활동 방법에 대한 인식의 전환과 더불어 자연체험활동에 대한 기본적인 방향을 제시할 수 있고, 유아는 자연체험활동 프로그램을 통하여 자연을 자유롭게 느끼고 경험하며 스스로 지식을 구성하는 학습자가 될 수 있을 것으로 기대한다.

• 한국환경교육학회지:환경교육
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• 제16권1호
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• pp.25-33
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• 2003

This study aimed to discern the educational meaning of nature experience activity in a nonformal educational program in Korea, focusing on the interaction between a teacher and learners. To achieve this objective, an ethnographic research method was employed using an environmental educational program for children in a nonformal setting. The results of study are as followings. Firstly, the teacher's belief-"young ecologist" shaped its own characteristics of the program. Secondly, the children had a understanding that they learn something about nature(e.g. learning by seeing, dlscovering, recollecting, and awakening). The analysis of teachers' ideas and learners' attitude toward nature experience shows that there exists a gap between the teachers' expectations and the actual ecological changes in the learners' ideas. However, the educational meaning of nature experience can be understood by the unique type of interaction between a teacher and learners. In conclusion, on the basis of this study, it is suggested that educators should be aware of the fact that nature experience can conttribute significantly to the education of children not just from the encounter with nature but also philosophically with regard to our connectedness with nature. Bringing nature into educational contexts can help children to take part in thoughtful perspectives of learning and to devise their own appropriate nature experience.

• 농촌지도와개발
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• 제9권1호
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• pp.75-86
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• 2002

The objectives of this study were to analyze student's nature experience and to identify relationship between nature experience and environmental attitude. This study was conducted by review of literature and mailed survey. The data were collected from purposive sampled university students. Major findings of the study were as follows; 1)The female students had more positive environmental attitude than male, and senior students had more positive environmental attitude than junior students 2)Youth from rural area showed more positive environmental attitude than those of urban area 3)The degree of nature experience was related positively with environmental attitude.

• 한국환경교육학회지:환경교육
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• 제20권4호
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• pp.106-116
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• 2007

The objectives of this study were to investigate youth's nature experiences and environmental perception and to analyze the effects of nature experiences on environmental perception. The study was conducted by review of literature and survey. The data were collected from 146 youths in youth activities by random sampling. Major findings of the study were as follows: Firstly, youths who live in small city and have experiences in rural area showed higher average of rearing animal and plants experience than others and youths who are in high school and get upper academic achievement have higher travelling experience than others. Secondly, female youths were higher average of environmental conservation intention than males. Thirdly, learning experience about nature and sex variables influence on environmental conservation intension and age and residence influence on environmental practice. In conclusion, the study suggests youths should have opportunity on nature experience programs for developing environmental perception.

• 한국조경학회지
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• 제27권3호
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• pp.80-87
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• 1999

This paper examines the conventional notion of natural beauty and its legacy on the aesthetic experience of nature and landscape architecture in terms of critical perspective. We can take its clue for discussion from the our routine convention of experiencing natural beauty from the picture-like nature. We often equate natural beauty with superficial representations of nature shown in pictures. However, it is no more than a by-stander's nature seen purely through the eyes of the outsider. Problems of the picture-like nature can be summarized as the contemplative and visual-oriented aesthetic experience of landscape, which has had its influence not only on the ways of seeing the natural beauty but also on the ways of making it. The tradition of the picture-like nature has been transplanted into the real world through the practice of landscape architecture. It has been mass-producing superficial beauty of nature, focused on visual form. Landscape architecture in such a form is just a static means of decoration devoid of meaning and content.

• 한국환경교육학회지:환경교육
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• 제23권3호
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• pp.97-114
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• 2010

The aims of this study are to develop and apply a Nature Game program for the ecological experience learning in Jeju Gotjawal forest and analyze the environmental sensitivity change of the students. The results obtained in 4th graders of A elementary school of Seogwipo-city are as follows: It was found that attention, susceptibility and practice will of environment protection for forest environment of the experimental class were significantly higher than those of the comparison class. And it was found that interest and curiosity into forest environment were also elevated in the results of the qualitative evaluation, suggesting that we could get the effect of developed Nature Game program on ecological experience learning. If various ecological experience learning programs considering the regional-specific characteristics are developed to cause students' interest and curiosity, students would come to participate in the protection activity of environment aggressively a little more.

• 한국습지학회지
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• 제25권4호
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• pp.366-378
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• 2023

본 연구는 자연 친화적 공공공간의 확보가 아동의 건강한 성장에 미치는 영향을 분석하고 독일의 사례를 고찰하여 한국에의 시사점을 도출하고자 하였다. 자연은 아동의 놀이와 신체활동을 증가시켜 인지능력과 행복도를 향상하는데 도움이 된다. 전반적으로 학업 스트레스 지수가 높고 행복도가 낮은 국내 아동을 위하여 반드시 제공해야 할 공간으로 판단된다. 그러나 독일의 '자연체험공간 사업' 사례가 보여주듯 아동을 위한 자연 친화 공간을 조성하기 위해서는 국가적 차원의 법적 지원이 필요하다. 또한 해당 사업이 주요 국가정책과 연계되어야 한다. 더 나아가 학제간 협업뿐 아니라 보호자가 자연환경에 대하여 긍정적으로 인식할 필요가 있다.

• 한국환경교육학회지:환경교육
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• 제17권1호
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• pp.112-121
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• 2004

An activity of nature experience guidance can be considered as an educational event, thus, I regarded the volunteers as the guides of nature experience and examined closely their guidance activities as a participant to provide in-depth description about their behavior, context, and changes in ethnographic view. In this study I raised two following questions; 1) how have the guides been changed through two types of activities and 2) what problems are brought up in their context. First, the volunteers acquired awareness and sensitivity to the total environment and its related problems during course of training, even though they were initially motivated to participate in training course for their children. Second, guidance activity improved their basic understanding of and views toward the environment, awareness of the total environment, attitudes to environment, skills in solving environmental problems and participation levels in working towards resolution of environmental problems. However, they had difficulties in communication with each other and since nature experience guides are wives and mothers they worked against time and needed support from their family. Further studies will continue on analysis of training programs for the guides to improve and to contribute guide's positive changes to non-formal environmental education.

• 한국조경학회지
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• 제28권3호
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• pp.72-87
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• 2000

The purpose of this research was analysis of biotope structure focused on the evaluation for the nature experience and recreation in the case of Suseoung District in Daegu metropolitan area. The results of this study were as follows; 1) The result of biotope type classification was divided into 17 biotope type groups and 90 biotope types belonging to them. 2) In the result of the first evaluation for the nature experience and recreation, biotope types such as MA, NA, OE, PH, QB etc. possess great value. Particulary these biotope types come from forest areas and transition zone. The have not appeared in the inner of cities. 3) The biotope types such as JC, ME, OA, OE, PB, QD, QF etc. are proved to possess high value in the result of the utility evaluation. 4) There emerges 3a biotope type that has the highest value in the result of the second evaluation - such as ME, NB, NC, PD, QB etc. Most of them range widely except in the urbanized areas. Most of them were presented into the large area of site size and in the outer forest areas. But most of them were distributed in the forest areas intensively. So, it is certain that the space of nature experience connected with residential district of the urban people s scarce. Finally, the detailed plan must be made out specially continuously. It is about biotope spaces that are important for the nature experience and the recreation from the result of this research. Also, the study on the detailed index settlement of the sight green plan based on the biotope map must be continued.

• 인간식물환경학회지
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• 제22권5호
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• pp.515-524
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• 2019

This study was conducted based on the fact that children in institutions for early childhood education located in cities lack the opportunity to experience nature. Therefore, urban parks are where it is possible to observe nature and natural environment, through which we examined the effects of nature activities on kindergarten children's curiosity and scientific problem-solving ability. The subjects of this study were 5-years old kindergarten children in attending public kindergartens in Cheonan and Asan and 42 children were randomly selected. The pretest and posttest were conducted on curiosity and scientific problem-solving ability before and after nature activities. The results showed that nature activities in urban parks had significant effects on improvement of kindergarten children's curiosity and scientific problem-solving ability (p <.05). Therefore, nature activities in urban parks had positive effects on preference for unknown and exploratory behavior, which are sub-factors of kindergarten children's curiosity. Nature activities also had positive effects on discovery and statement of the problem, creation and application of ideas, and conclusion to problem solving.