환경동화책 읽어주는 활동이 초등학생의 환경소양에 미치는 영향
The Effect of Activities of Reading Out Environmental Fairy Tales to Elementary Students on the Environmental Literacy
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The purpose of this study was to find out the effect of activities of reading out environmental fairy tales to elementary students on the environmental literacy. The study was conducted 48 third graders of H elementary school located in Anyang city. They were divided into the experimental group of 24 students and the comparative group of 24 students. For this study, the researchers read 20environmental fairy tales twice a week to students in the experimental group. The general fairy tales during that period was provided for the comparative group. As a result of the application of the program, in the domains of knowledge and sentiment among the environmental literacy, the experimental group appeared to be a significant improvement over the comparative group (p<0.05). But, in the domains of function and behavior among the environmental literacy, there was no significant difference between two groups. This means that the activities of reading environmental fairy tales have contributed to making students think about the importance of the environment, but not to the practical context. Therefore, to enhance the function or behavior of environmental literacy, we could see that the program should be designed to carry out a practical action program in addition to reading.
Abstract
The purpose of this study was to find out the effect of activities of reading out environmental fairy tales to elementary students on the environmental literacy. The study was conducted 48 third graders of H elementary school located in Anyang city. They were divided into the experimental group of 24 students and the comparative group of 24 students. For this study, the researchers read 20environmental fairy tales twice a week to students in the experimental group. The general fairy tales during that period was provided for the comparative group. As a result of the application of the program, in the domains of knowledge and sentiment among the environmental literacy, the experimental group appeared to be a significant improvement over the comparative group (p<0.05). But, in the domains of function and behavior among the environmental literacy, there was no significant difference between two groups. This means that the activities of reading environmental fairy tales have contributed to making students think about the importance of the environment, but not to the practical context. Therefore, to enhance the function or behavior of environmental literacy, we could see that the program should be designed to carry out a practical action program in addition to reading.
참고문헌 (28)
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