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도시 초등학생의 자연 경험이 자연과의 연결 및 과학 학습 참여에 미치는 영향

The Effects of Natural Experiences on Connection to Nature and Engagement in Science Learning in Urban Elementary School Students

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초록

The purpose of this study was to explore urban elementary school students’ natural experiences and examine the relationships among natural experiences, connection to nature, and engagement in science learning. The participants were 272 sixth graders, living in Seoul, Korea. The instrument to survey consists of four parts: perception of nature, companion of natural experience, connection to nature, and engagement in science learning. The results of this study are as follows. First, the average of natural experience near their home and the average of preference for nature in parks and deep forests were the highest. Students often experienced nature with their parents. In addition, the number of positive emotional responses to all natural places was the highest, and the proportion of evocative emotions in deep forests and botanical gardens was higher than in other natural places. Second, natural experience by place, companion of natural experience, and preference for nature by place influence connection to nature positively. Third, connection to nature directly affects engagement in science learning. As the connection to nature is positive, engagement in science learning increases. These results suggest that in order to expand the natural experiences of elementary school students, it is necessary to prepare efficient scientific education methods so that they can experience various natural experiences inside and outside of school.

Abstract

The purpose of this study was to explore urban elementary school students’ natural experiences and examine the relationships among natural experiences, connection to nature, and engagement in science learning. The participants were 272 sixth graders, living in Seoul, Korea. The instrument to survey consists of four parts: perception of nature, companion of natural experience, connection to nature, and engagement in science learning. The results of this study are as follows. First, the average of natural experience near their home and the average of preference for nature in parks and deep forests were the highest. Students often experienced nature with their parents. In addition, the number of positive emotional responses to all natural places was the highest, and the proportion of evocative emotions in deep forests and botanical gardens was higher than in other natural places. Second, natural experience by place, companion of natural experience, and preference for nature by place influence connection to nature positively. Third, connection to nature directly affects engagement in science learning. As the connection to nature is positive, engagement in science learning increases. These results suggest that in order to expand the natural experiences of elementary school students, it is necessary to prepare efficient scientific education methods so that they can experience various natural experiences inside and outside of school.

참고문헌 (46)

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