야생동물 실태조사 전문 인력 양성 프로그램의 경험적 이해와 개선 방안
Empirical Understanding and Improvement Plan of the Wildlife Survey Training Program
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The purpose of this study is to analyze the experiences of participants in the Wildlife Survey Specialist Training Program by categorizing them into practical, emotional, and cognitive experiences. Based on the analysis results, this study aim to identify the educational significance of the program and propose improvement measures. Using Giorgi's phenomenological approach, data from surveys completed by 38 participants in the 2024 program were examined. The findings indicated that practical experiences encompassed acquiring field techniques such as radio-telemetry, trail camera installation, habitat modeling, and data analysis while enhancing problem-solving abilities through collaborative learning environments. Emotional experiences revealed that participants overcame initial anxiety and expectations, ultimately developing a sense of achievement and self-efficacy while internalizing a sense of responsibility for wildlife conservation. Cognitive experiences involved gaining systematic knowledge of wildlife ecology and survey methodologies, refining career goals, and increasing motivation for sustainable learning. However, several limitations were noted, including the short duration of program, a lack of physical preparation, limited opportunities for advanced technical training, and insufficient tailored feedback for participants at different levels. In response to these findings, recommendations include extending the program duration, incorporating physical fitness programs, strengthening advanced technical training, fostering collaborative learning environments, and providing customized feedback and learning programs for participants. This study offers foundational insights amied at improving the effectiveness of wildlife survey training programs and ensuring sustainable professional development.
Abstract
The purpose of this study is to analyze the experiences of participants in the Wildlife Survey Specialist Training Program by categorizing them into practical, emotional, and cognitive experiences. Based on the analysis results, this study aim to identify the educational significance of the program and propose improvement measures. Using Giorgi's phenomenological approach, data from surveys completed by 38 participants in the 2024 program were examined. The findings indicated that practical experiences encompassed acquiring field techniques such as radio-telemetry, trail camera installation, habitat modeling, and data analysis while enhancing problem-solving abilities through collaborative learning environments. Emotional experiences revealed that participants overcame initial anxiety and expectations, ultimately developing a sense of achievement and self-efficacy while internalizing a sense of responsibility for wildlife conservation. Cognitive experiences involved gaining systematic knowledge of wildlife ecology and survey methodologies, refining career goals, and increasing motivation for sustainable learning. However, several limitations were noted, including the short duration of program, a lack of physical preparation, limited opportunities for advanced technical training, and insufficient tailored feedback for participants at different levels. In response to these findings, recommendations include extending the program duration, incorporating physical fitness programs, strengthening advanced technical training, fostering collaborative learning environments, and providing customized feedback and learning programs for participants. This study offers foundational insights amied at improving the effectiveness of wildlife survey training programs and ensuring sustainable professional development.
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