초등학생과 학부모의 민속식물에 대한 전통지식과 인식
The Traditional Knowledge and Perceptions of Ethnobotanical Plants among Elementary Students and Their Parents
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The purpose of this study is to analyze the transmission status of traditional knowledge regarding ethnobotanical plants within the family context of elementary students and their parents, and to explore the possibilities and implications of traditional knowledge education about ethnobotanical plants in family and school contexts. An analysis of data collected from 221 students and 122 parents revealed that the parent group was better at identifying ethnobotanical plants than the student group, which appears to be due to differences in living environments, experiences, and exposure frequency. When comparing traditional knowledge of ethnobotanical plants, it was found that intergenerational transmission was effective for some plants (such as bracken and perilla seeds), while traditional knowledge was disrupted for many other plants. Students showed a high awareness of the environmental value and practical experiences of ethnobotanical plants, while parents had a higher awareness of the cultural and environmental values of ethnobotanical plants compared to students, along with richer practical experiences. In contrast, students were limited to experience activities and scored lower in knowledge and attitude areas than their parents. Within both the student and parent groups, interest, experience, knowledge, and attitudes toward ethnobotanical plants were closely related; however, the correlation between variables across generations (parent-student) was weak, indicating a weakening of direct intergenerational transmission of traditional knowledge. This suggests that merely sharing natural experiences within the family has limitations in shaping students' awareness of ethnobotanical plants. Rural experiences emerged as a key factor positively influencing the formation of utilization experiences and awareness for both students and parents, while living with grandparents had a significant impact on parents but not on students. To ensure the continuous transmission and modern inheritance of traditional knowledge, it is necessary to expand urban-rural linkage experience opportunities, implement multi-generational collaborative learning programs, provide education linked to real-life experiences, and develop community-based programs.
Abstract
The purpose of this study is to analyze the transmission status of traditional knowledge regarding ethnobotanical plants within the family context of elementary students and their parents, and to explore the possibilities and implications of traditional knowledge education about ethnobotanical plants in family and school contexts. An analysis of data collected from 221 students and 122 parents revealed that the parent group was better at identifying ethnobotanical plants than the student group, which appears to be due to differences in living environments, experiences, and exposure frequency. When comparing traditional knowledge of ethnobotanical plants, it was found that intergenerational transmission was effective for some plants (such as bracken and perilla seeds), while traditional knowledge was disrupted for many other plants. Students showed a high awareness of the environmental value and practical experiences of ethnobotanical plants, while parents had a higher awareness of the cultural and environmental values of ethnobotanical plants compared to students, along with richer practical experiences. In contrast, students were limited to experience activities and scored lower in knowledge and attitude areas than their parents. Within both the student and parent groups, interest, experience, knowledge, and attitudes toward ethnobotanical plants were closely related; however, the correlation between variables across generations (parent-student) was weak, indicating a weakening of direct intergenerational transmission of traditional knowledge. This suggests that merely sharing natural experiences within the family has limitations in shaping students' awareness of ethnobotanical plants. Rural experiences emerged as a key factor positively influencing the formation of utilization experiences and awareness for both students and parents, while living with grandparents had a significant impact on parents but not on students. To ensure the continuous transmission and modern inheritance of traditional knowledge, it is necessary to expand urban-rural linkage experience opportunities, implement multi-generational collaborative learning programs, provide education linked to real-life experiences, and develop community-based programs.