대도시 초등학생들의 토양 및 토양생물에 대한 경험, 인식, 정서
Urban Elementary Students′ Experiences, Perceptions and Emotions on Soil and Soil Creatures
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This study aimed to investigate the attitudes, experiences, perceptions, and emotions of urban elementary school students towards soil creatures, as well as to explore their reasoning about decomposition. The research surveyed 265 students from 3rd to 6th grade to assess their attitudes, experiences, and connection with nature concerning soil and soil creatures. Additionally, the study examined students' understanding of the decomposition process of fallen leaves. A significant difference was observed between male and female students in their familiarity with and direct experience of soil creatures. In terms of favorability, attitudes towards soil were most positive, with a notable gender difference. Analysis of positive and negative emotions towards soil creatures revealed significant gender-based differences, with male students exhibiting higher positive emotions than their female counterparts. Furthermore, students demonstrated empirical and intuitive reasoning, often stemming from a lack of awareness about decomposition, such as attributing it to wind and human activities. The findings suggest the need for an enhanced ecological education curriculum that emphasizes decomposition and material circulation, fostering increased interest in and awareness of soil and soil organisms, which are vital to the decomposition process.
Abstract
This study aimed to investigate the attitudes, experiences, perceptions, and emotions of urban elementary school students towards soil creatures, as well as to explore their reasoning about decomposition. The research surveyed 265 students from 3rd to 6th grade to assess their attitudes, experiences, and connection with nature concerning soil and soil creatures. Additionally, the study examined students' understanding of the decomposition process of fallen leaves. A significant difference was observed between male and female students in their familiarity with and direct experience of soil creatures. In terms of favorability, attitudes towards soil were most positive, with a notable gender difference. Analysis of positive and negative emotions towards soil creatures revealed significant gender-based differences, with male students exhibiting higher positive emotions than their female counterparts. Furthermore, students demonstrated empirical and intuitive reasoning, often stemming from a lack of awareness about decomposition, such as attributing it to wind and human activities. The findings suggest the need for an enhanced ecological education curriculum that emphasizes decomposition and material circulation, fostering increased interest in and awareness of soil and soil organisms, which are vital to the decomposition process.
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