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학교 안 자연 기반 생태교육을 통한 초등학생의 자연에 대한 인식 및 생태적 감수성 변화

Changes of Elementary Students’ Cognition of Nature and Ecological Sensitivity through Ecological Education based on Nature of Schoolyard

주은정
한국생물교육학회 (The Korean Society of Biology Education)|2018.03|생물교육 (BIOLOGY EDUCATION)|제46권 제1호|pp. 141-153|DOI 10.15717/bioedu.2018.46.1.141

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키워드

ecological educationnature in the schoolyardsense of placeaffective attitude toward naturecognition of natureempathy of nature
주제분류교육학

초록

The purpose of this study was to investigate how ecological education based on nature of schoolyard changed elementary students’ cognition of nature and ecological sensitivity. Six elementary school teachers and 150 students participated in this study. The teachers conducted action research in ecological education based on nature of schoolyard during 8 months. For the study, students’ ecological sensitivity and cognition of the plants and animal were examined, teachers’ discussions and instruction were observed, and several teachers and students were interviewed. The students’ cognition of plants and animals that experienced in the school changed to more diversify and broaden through the ecological education based on nature in the schoolyard. The number of plants and animals that students cognized in the school was significantly different pre and post-ecological education (p<.01) and their ecological sensitivity was significantly improved(p<.01). Students have experienced the enjoyment of nature due to nature-based ecological education in the schoolyard and motivated for natural experiences.

Abstract

The purpose of this study was to investigate how ecological education based on nature of schoolyard changed elementary students’ cognition of nature and ecological sensitivity. Six elementary school teachers and 150 students participated in this study. The teachers conducted action research in ecological education based on nature of schoolyard during 8 months. For the study, students’ ecological sensitivity and cognition of the plants and animal were examined, teachers’ discussions and instruction were observed, and several teachers and students were interviewed. The students’ cognition of plants and animals that experienced in the school changed to more diversify and broaden through the ecological education based on nature in the schoolyard. The number of plants and animals that students cognized in the school was significantly different pre and post-ecological education (p<.01) and their ecological sensitivity was significantly improved(p<.01). Students have experienced the enjoyment of nature due to nature-based ecological education in the schoolyard and motivated for natural experiences.

참고문헌 (48)

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