환경 관련 체험학습이 초등학생의 환경소양과 과학적 태도에 미치는 효과
The Effects of Experiential Learning Involving Co-activities on Elementary School Students' Environmental Literacy and Scientific Attitude
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초록
The purpose on this study is to identify how effectively experiential learning involving eco-activities make changes in environmental literacy and scientific attitude of elementary students by categorizing those activities into 5 fields of “marine”, “rivers”, “ecosystem”, “climate” and “recycling” and applying those scheme specifically to 5th graders in a elementary school. The conclusion of this study is following. Firstly, after scientific attitude are applied to subjects, a significant disparity was found between experiment group and control group throughout all parts of environmental literacy. In the cognitive category, each specialist concerning his or her own topic was invited to educate the students, and subsequently a positive impact was detected in the category of environmental issue knowledge. In behavioral category, having eco-activities made a significant disparity in all sub-categories of environmental function, active participation, saving activities, recycling activities and so forth. Secondly, experiential learning involving eco-activities made a significant disparity between the two groups in terms of Scientific Attitude, showing effectiveness in all sub-categories except curiosity.
Abstract
The purpose on this study is to identify how effectively experiential learning involving eco-activities make changes in environmental literacy and scientific attitude of elementary students by categorizing those activities into 5 fields of “marine”, “rivers”, “ecosystem”, “climate” and “recycling” and applying those scheme specifically to 5th graders in a elementary school. The conclusion of this study is following. Firstly, after scientific attitude are applied to subjects, a significant disparity was found between experiment group and control group throughout all parts of environmental literacy. In the cognitive category, each specialist concerning his or her own topic was invited to educate the students, and subsequently a positive impact was detected in the category of environmental issue knowledge. In behavioral category, having eco-activities made a significant disparity in all sub-categories of environmental function, active participation, saving activities, recycling activities and so forth. Secondly, experiential learning involving eco-activities made a significant disparity between the two groups in terms of Scientific Attitude, showing effectiveness in all sub-categories except curiosity.
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