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1 Journal of the Korea Academia-Industrial cooperation Society Vol. 14, No. 4 pp , 강영식 1* 1 충남대학교교육학과교육대학원유아교육과 The Effects of Education for Environmental Pollution Prevention through Forest Experiences on Children's Nature-Friendly Attitudes and Scientific Problem Solving Ability Young-Sik Kang 1* 1 Dept of Early Childhood Education, Chung-Nam University 요약본연구는숲체험을통한환경오염예방교육활동이유아의자연친화적태도와과학적문제해결력에미치는효과를알아보는데목적을갖고 C농촌소도시에소재한어린이집만5세반원아를대상으로실험집단 22명 ( 남 12명, 여 10명 ) 과비교집단 22명 ( 남 13명, 여 9명 ) 으로총 44명을대상으로실험조사하였다. 분석결과첫째, 집단별유아의자연친화적태도의변화를분석한결과본연구에서적용한숲체험을통한환경오염예방교육이유아의자연친화적태도향상에효과가있는것으로나타났다. 둘째, 집단별유아의과학적문제해결력의변화를분석한결과본연구에서적용한숲체험을통한환경오염예방교육이유아의전체과학적문제해결력향상에효과가있는것으로나타났다. 이는유아의숲체험활동이유아의자연친화적태도향상과과학적문제해결력을향상시키는데유용한교육적활동임을시사한것이다. Abstract The purpose is to figure out the effects of education for environmental pollution prevention through forest experiences on children's nature-friendly and scientific problem solving ability. To achieve this, an experiment was conducted on total 44 kindergarten children in a class for 5-year-olds, who are classified into experimental of 22 children(12 male children, 10 female children) and comparative of 22 children(13 male children, 9 female children), in a C farming village. The results are as follows. First, the change of children's nature-friendly by showed that education for environmental pollution prevention through forest experiences had an effect on the improvement of children's nature-friendly. Second, the change of children's scientific problem solving ability by showed that education for environmental pollution prevention through forest experiences had an effect on the improvement of children's scientific problem solving ability. This implies that children's forest activities are useful in improving their nature-friendly and scientific problem solving ability. Key Words : Forest Experiences, Education for Environmental Pollution Prevention, Nature-Friendly Attitudes, Scientific Problem Solving Ability, Natural Environment 1. 서론 최근의유아를대상으로한환경교육은유아기부터생 활속의올바른활동을통해지구를건강하게만들수있는환경친화적인태도와환경예방에대한지식과소양을갖춘성숙한국제사회의구성원으로성장시킬수있 * Corresponding Author : Young-Sik Kang(Chung-Nam Univ.) Tel: tlrdudrkd1@hanmail.net Received March 14, 2013 Revised (1st March 29, 2013, 2nd April 9, 2013, 3rd April 10, 2013) Accepted April 11,

2 도록하는데근본적인목표를두고있다 [1]. 발달기유아들의경우주변환경에대한사물을바르게인식하고, 환경을판단할수있는인지적능력이부족하여이를실천하는데어려움이많다. 따라서유아들의올바른환경오염실태와바른인식을심어주기위해도심내이론교육보다자연과함께하는숲체험교육을권장하고있다. 이러한자연친화적숲체험교육은유아기부터환경보전을실천하는것으로습관화되게하는것이유아환경교육의중요한목적이다 [2-4]. 숲체험교육은유아들이자연속에서숲의생태적환경을탐구하는체험의장으로환경에대한지식을습득하고스스로느끼고깨달아실천할수있게하는데있다. 숲은유아들이자주접할수있는오염예방에대한유아교육기관에서자주활용하기좋은교육장소이다. 이는관련선행연구를통해뒷받침해준다. 이같은중요성에도불구하고현재수행되어온환경관련선행연구를보면동화나문학, 미술을활용한환경교육연구 [1,2,4-7] 와텃밭가꾸기 [8-11], 자연물탐색 [3,12], 환경친화적행동 [13,14], 자연체험활동을통한미술표현력효과연구 [15,16] 등의단일연구에머물러있다. 즉, 선행연구들의대부분이자연환경을활용하는효과에대해검증하고있으나유아환경교육에서중요하게고려되어야할숲환경을이용한자연체험교육을통한예방교육및문제해결력과관련된연구는미흡한실정이다. 이는유아교육현장에서교사들이아직도환경교육을수행하는데과학적사고의낮은인식과유아의이동성과및접근성의제한에기인한것으로볼수있다 [4]. 또한현재유아교육과정에서의환경교육을자연친화적인숲체험현장에적절히연결하여적용시킬수있는교사들의경험부족과장소확보의어려움이많은것도유아교육의현장적용가능성을제한하게하는주요요인이되고있다 [5]. 이는유아교육현장에서유아환경교육에대하여바람직한방향의이론적토대와그것을실행할수있는교수-학습방법의적극적인개발이요구됨을시사한다. 특히, 탐구중심의체험교육이중요시되는유아교육에서숲이라는자연환경에서의산교육을통해긍정적인환경지식과태도를기르기위해서는유아들에게친숙하면서도적극적으로참여할수있는숲체험활동교육이보다필요함을뒷받침해준다. 따라서본연구는숲체험을통한환경오염예방교육활동이유아의자연친화적태도와과학적문제해결력에미치는효과가어느정도인지를알아보는데본연구의목적을갖는다. 2. 연구방법 2.1 조사대상및조사방법 조사대상은 C농촌소도시에소재하는어린이집만5세반어린이를대상으로 44명을실험집단 (22명) 과비교집단 (22명) 으로나누어선정하였다. 비교집단은일반적인어린이집 5세누리과정프로그램으로운영하고, 실험집단은누리과정과연계된환경오염관련예방교육활동프로그램을적용하여실시하였다. 실험집단과비교집단의교사는유아교육을전공하고경력도각각 3년과 4년의경력자로구성하였다. [Table 1] Number of Children by Group Number of children Classification Male Female Total Total 그리고조사방법으로숲체험을통한환경오염예방교육을실시하기전 2012년 8월 22일 ~2012년 8월 31일까지사전검사를하였다. 또한실험처치는실험집단유아 22명에게어린이집일정과관련하여매주화요일과목요일 1회씩또는 2회씩기관의형평성을고려하여 10주동안총 16회에걸쳐 2012년 9월 6일 ~11월 19일까지실시한후사전검사와동일한설문지를통하여사후검사를실시하였다. 비교집단에적용한누리과정과연계된환경오염관련예방교육활동프로그램 1~16차시의구체적내용은다음과같다. 2.2 측정변수와설문지구성측정도구는본연구의목적에맞추어총 33문항으로구성하였다. 설문지구성을위한척도는성별을묻는명목척도를제외하고나머지는등간척도로구성하였다 자연친화적태도자연친화적태도란생명에대한존중의식을바탕으로동물과식물에대해관심을갖고사랑하며, 인공적인환경보다자연환경에대하여친숙함을느끼며선호하는태도를말한다 [17]. 본연구에서는자연친화적태도를측정하기위해유아용자연친화적태도검사도구 [15,17,18] 를기초로본연구에맞도록수정 보완하여사용하였다. 즉, 동 식물에 1605

3 한국산학기술학회논문지제 14 권제 4 호, 2013 [Table 2] Activity contents by 1-16 hour classes Hour class Life theme (Nuri curriculum) 1 Our nation's life 2 Our nation's cultural heritage Activity name(forest experience theme with nuri curriculum) Plants and animals living in clean environment of forest & life in dirty environment around town Pavilion in front of our kindergarten and connected activities after trip to museum & science museum 3 People from many countries in the world Many kinds of trees, animals and plants in forest & many trees and polluted trees in our town 4 Many countries in the world and life House of various animals and plants in forest & life of kindergarten animals and plants 5 Organisms living similar life in forest & let's look for life of natural predators and food chain World together 6 Organisms living together in forest & organisms living together in stream 7 Change in fall Fashion show of beautiful color-leaf in forest & various colors of my friends' dress 8 Fall grain and fruit Forming maracas with fruit in forest to perform on It & forming various sounds of instruments 9 Our fall story chuseok Going to pick chestnuts near forest & picking persimmons in my front yard at my house 10 Searching name of various trees in forest & decorating fall insects with fallen leaves 11 Fall tree and forest In search of forest treasures, forest organism bingo, excrement of life feeding on fallen leaves & what organisms live in forest soil 12 Earth where We live Various animals and plants preparing winter in forest & drawing various house shapes of our town 13 Change in earth Change in forest, thin tree branches & scarecrows disappeared in empty field 14 Thankful earth Gratitude to undead forest trees even in cold winter & green leaves disappeared with winter wind 15 Preciousness of nature and nature conservation & polluted environment around us Protection of earth 16 Street campaign & please protect earth! 대한애호와관심, 생명에대한존중의식, 인공적인환경보다자연환경선호, 자연보호의 5가지구성요소의 22문항으로구성하였다. 검사는각문항마다동일한상황에대하여자연에대한긍정적인태도 ( 자연친화적태도 ) 와부정적인태도를보이는상반된두부류의이야기를듣고난후유아가자신이어느쪽과비슷한지선택하도록하였다. 그런후크기가다른 3개의원모양카드를보여주고아주많이비슷한가, 비슷한가, 아주조금비슷한가를선택하게하며, 평가기준은 6점척도로질문의내용안에서자연에대한친화적인태도의그림을선택하고, 다시큰원을선택하게되면 6점, 중간원을선택하면 5점, 작은원을선택하면 4 점이다. 또한질문의내용안에서자연에대한비친화적인태도의그림을선택하고작은원을선택하면 3점, 중간원을선택하면 2점, 큰원을선택하면 1점이다. 총점의범위는 22점에서 132점이며, 채점된점수의합이유아의자연친화적태도의점수이다. 또한자연친화적태도에대한신뢰도를살펴보면.653으로나타났다 문제해결력문제해결능력이란이미획득한법칙을어떤형식으로조합하여보다고차적인능력을요하는문제를해결할때필요한요인들을사고해내는능력으로 [19] 과학과관련된문제상항에유아를직면하게하여문제를해결해나가도록도와주는과정을말한다. 본연구에서는문제해결력을측정하기위해선행연구 [8,19,20] 의척도를본연구에맞게수정ㆍ보완하여사용하였다. 즉, 문제의발견및진술, 문제해결에대한아이디어제안및활동, 문제해결에대한결론및적용의 3단계를통해유아의문제해결력을검사하도록 10문항으로구성하였다. 문제해결력척도는교사가평정하는도구이며, 각단계는 0-3점까지의 4점척도로구분되어점수로환산될수있도록하였으며, 점수가높을수록문제해결력이높음을의미한다. 또한문제해결력의각하위요인별신뢰도를살펴보면문제의발견및진술이.836, 문제해결에대한아이디어제안및활동.863, 문제해결에대한결론및적용.850으로나타났다. 1606

4 2.3 분석방법 본연구에서수집된모든자료는각검사의채점기준에근거하여점수화한후, 자료분석은 SPSS WIN 17.0 프로그램을활용하였다. 유아의자연친화적태도와유아의과학적문제해결력에대한평균과표준편차를구한다음두집단의차이가있는지알아보기위하여독립표본 t 검증을실시하였다. 또한각집단별사전-사후변화에대해알아보기위하여대응표본 t 검증을실시하였다. 3. 연구결과 3.1 집단간사전동질성검증 다음은숲체험을통한환경오염예방교육을실시한실험집단과실시하지않은비교집단을대상으로집단간사전자연친화적태도및과학적문제해결력에대한동질성검증을위해독립표본 t-test를실시한결과이다 유아의자연친화적태도 숲체험을통한환경오염예방교육을실시한실험집단과실시하지않은비교집단을대상으로유아의자연친화적태도에대해동질적인집단으로구성되어있는지를검증한결과는다음 Table 3과같다. 결과를살펴보면, 유아의자연친화적태도에있어비교집단 (M=94.59) 은실험집단 (M=90.23) 에비해다소높게나타났으나통계적으로유의미한차이는나타나지않았다 (p>.05). 따라서실험집단과비교집단은유아의자연친화적태도수준에있어동질한집단으로볼수있다. [Table 3] Prior homogeneity test of children's nature-friendly Classification Naturefriendly Group N M SD t p 유아의과학적문제해결력숲체험을통한환경오염예방교육을실시한실험집단과실시하지않은비교집단을대상으로유아의과학적문제해결력에대해동질적인집단으로구성되어있는지를검증한결과는다음 Table 4와같다. [Table 4] Prior homogeneity test of children's scientific problem solving ability Classification Group N M SD t p Problem finding and statement Idea proposal and activities for problem solving Conclusion and application for problem solving Total 결과를살펴보면, 전체유아의과학적문제해결력에있어실험집단 (M=15.09) 은비교집단 (M=13.73) 에비해다소높게나타났으나통계적으로유의미한차이는나타나지않았다 (p>.05). 또한과학적문제해결력의각하위영역별문제의발견및진술, 문제해결에대한아이디어제안및활동, 문제해결에대한결론및적용에있어서도통계적으로유의미한차이는나타나지않아실험집단과대조집단은유아의과학적문제해결력수준과각하위요인에있어동질한집단으로볼수있다. 3.2 숲체험을통한환경오염예방교육프로그램효과다음은숲체험을통한환경오염예방교육을실시한실험집단과실시하지않은비교집단을대상으로유아의자연친화적태도, 과학적문제해결력에대한변화를분석한결과이다 유아의자연친화적태도 집단별유아의자연친화적태도의변화를알아보기위하여대응표본 t-test를실시한결과는다음 Table 5와같다. 먼저집단별사전-사후검사결과를보면, 비교집단의경우사전 (M=94.59) 에서사후 (M=94.86) 로다소증가하였으나통계적으로유의미한차이는나타나지않았다 (t=-.351, p>.05). 반면숲체험을통한환경오염예방교육을실시한실험집단의경우사전 (M=90.23) 에서사후 (M=125.23) 로증가하여통계적으로유의미한차이가나 1607

5 한국산학기술학회논문지제 14 권제 4 호, 2013 [Table 5] Pre and post test rest of children's nature-friendly Test item Nature-friendly Group Pre test Post test M SD M SD t p [Table 6] Pre and post test rest of children's scientific problem solving ability Test item Problem finding and statement Idea proposal and activities for problem solving Conclusion and application for problem solving Total Group Pre test Post test M SD M SD t p 타났다 (t= , p<.001). 즉, 전반적으로볼때비교집단의경우 0.27 증가하였으나숲체험을통한환경오염예방교육을실시한실험집단의경우 증가하여본연구에서적용한숲체험을통한환경오염예방교육이유아의자연친화적태도향상에효과가있는것으로나타났다 유아의과학적문제해결력집단별유아의과학적문제해결력의변화를알아보기위하여대응표본 t-test를실시한결과는다음 Table 6과같다. 먼저집단별전체과학적문제해결력사전-사후검사결과를보면, 비교집단의경우사전 (M=13.73) 에서사후 (M=15.36) 로다소증가하였으나통계적으로유의미한차이는나타나지않았다 (t=-1.103, p>.05). 반면숲체험을통한환경오염예방교육을실시한실험집단의경우사전 (M=15.09) 에서사후 (M=23.41) 로증가하여통계적으로유의미한차이가나타났다 (t= , p<.001). 즉, 전반적으로볼때비교집단의경우 1.63 증가하였으나숲체험을통한환경오염예방교육을실시한실험집단의경우 8.32 증가하여본연구에서적용한숲체험을통한환경오염예방교육이유아의전체과학적문제해결력향상에효과가있는것으로나타났다. 과학적문제해결력의하위요인별살펴보면먼저 문제의발견및진술 에있어서는비교집단의경우사전 (M=4.50) 에서사후 (M=4.68) 로 0.18 증가하였으나통계적으로유의미한차이는나타나지않았고 (t=-.324, p>.05), 숲체험을통한환경오염예방교육을실시한실험집단의경우사전 (M=4.86) 에서사후 (M=7.23) 로 2.37 증가하여통계적으로유의미한차이가나타났다 (t= , p<.001). 문제해결에대한아이디어제안및활동 에있어서는비교집단의경우사전 (M=5.23) 에서사후 (M=5.91) 로 0.68 증가하였으나통계적으로유의미한차이는나타나지않았고 (t=-.918, p>.05), 숲체험을통한환경오염예방교육을실시한실험집단의경우사전 (M=5.18) 에서사후 (M=8.95) 로 3.77 증가하여통계적으로유의미한차이가나타났다 (t= , p<.001). 문제해결에대한결론및적용 에있어서는비교집단의경우사전 (M=4.00) 에서사후 (M=4.77) 로 0.77 증가하였으나통계적으로유의미한차이는나타나지않았고 (t=-1.480, p>.05), 숲체험을통한환경오염예방교육을실시한실험집단의경우사전 (M=5.05) 에서사후 (M=7.23) 로 2.18 증가하여통계적으로유의미한차이가나타났다 (t= , p<.001). 즉, 전체적으로볼때, 본연구에서적용한숲체험을통한환경오염예방교육이유아의전체과학적문제해결력과각하위요인별문제의발견및진술, 문제해결에대한아이디어제안및활동, 문제해결에대한결론및적용향상에효과가있는것으로나타났다. 1608

6 3.3 집단간사후점수비교 유아의자연친화적태도 숲체험을통한환경오염예방교육을실시한실험집단과실시하지않은비교집단을대상으로사후자연친화적태도에대해차이가있는지를검증한결과는다음 Table 7과같다. 결과를살펴보면, 사후자연친화적태도에있어통계적으로유의미한차이가나타났으며 (p<.001), 실험집단 (M=125.23) 은비교집단 (M=94.86) 에비해상대적으로높은것으로나타났다. [Table 7] Post score comparison of children's nature-friendly Classification Group N M SD t p Naturefriendly 유아의과학적문제해결력숲체험을통한환경오염예방교육을실시한실험집단과실시하지않은비교집단을대상으로사후과학적문제해결력에대해차이가있는지를검증한결과는다음 Table 8과같다. [Table 8] Post score comparison of children's scientific problem solving ability Classification Group N M SD t p Problem finding and statement Idea proposal and activities for problem solving Conclusion and application for problem solving Total 결과를살펴보면, 사후과학적문제해결력에있어통계적으로유의미한차이가나타났으며 (p<.001), 실험집단 (M=23.41) 은비교집단 (M=15.36) 에비해상대적으로높은것으로나타났다. 또한하위요인별문제의발견및진술, 문제해결에대한아이디어제안및활동, 문제해결에대한결론및적용에있어서도통계적으로유의미한차이가나타났으며 (p<.001), 실험집단의경우비교집단에비해상대적으로높은것으로나타났다. 4. 논의및결론 이상의전체적인연구결과를요약하면다음과같다. 첫째, 집단별유아의자연친화적태도의변화를분석한결과비교집단의경우사전 (M=94.59) 에서사후 (M=94.86) 로 0.27 증가하였으나통계적으로유의미한차이는나타나지않았고, 숲체험을통한환경오염예방교육을실시한실험집단의경우사전 (M=90.23) 에서사후 (M=125.23) 로 증가하여통계적으로유의미한차이가나타났다. 이는숲체험을통한환경오염예방교육이유아의자연친화적태도향상에효과가있음을의미한것으로볼수있다. 둘째, 집단별유아의과학적문제해결력의변화를분석한결과비교집단의경우사전 (M=13.73) 에서사후 (M=15.36) 로 1.63 증가하였으나통계적으로유의미한차이는나타나지않았고, 숲체험을통한환경오염예방교육을실시한실험집단의경우사전 (M=15.09) 에서사후 (M=23.41) 로 8.32 증가하여통계적으로유의미한차이가나타났다. 즉, 본연구에서적용한숲체험을통한환경오염예방교육이유아의전체과학적문제해결력향상에효과가있는것으로나타났다. 전체적으로숲체험을통한환경오염예방교육활동이유아의자연친화적태도와과학적문제해결력을높이는데효과가높은것으로나타났으며, 이는유아의숲체험활동이유아의자연친화적태도향상과과학적문제해결력을향상시키는데유용한교육적프로그램임을시사한것이라할수있다. 즉, 유아들의주변환경에대한사물을바르게인식하고올바른태도와과학적문제해결력을향상시키는데탐구와실천중심의교육프로그램이적합하고, 스스로느끼고깨달아실천할수있는취학전단계유아들의긍정적인태도형성에기여함을입증한것이라할수있다. 이같은결과는기존선행연구 [5,14] 의환경친화적행동과자연체험적활동이유아들의예방태도와지식을높이는데보다효과적인프로그램임을입증한선행연구를지지하고, 아울러유아자신이숲체험활동에나타난환경교육의개념과내용을다양한활동을통해얻은경험 1609

7 한국산학기술학회논문지제 14 권제 4 호, 2013 을바탕으로동식물의자연속에서표현하고탐색하고문제를해결하는활동을통해필요한개념을보다쉽게습득하고새로운지식을발견하면서환경오염예방교육에영향을주었다고사료된다. 즉, 숲체험을통한환경오염예방교육이유아의자연친화적태도향상에효과가있음을보여준결과는숲체험활동이유아가환경에대한자연친화적태도를학습할수있는원천이될수있다는선행연구 [18] 의연구결과를지지해주었다. 또한통합적교육활동을한실험집단이일반활동을한비교집단보다자연친화적태도점수가높게나타나친환경적태도에긍정적인영향을미쳤다고보고한선행연구 [17] 의연구결과와도유사함을알수있다. 또한본연구에서적용한숲체험을통한환경오염예방교육이유아의전체과학적문제해결력향상에효과가있음을보여준결과는자연환경의관찰, 자연환경의변화의감지, 자연의고마움인식, 자연에대한심미적즐거움을경험등자연에관한탐구활동이긍정적인태도를형성하게된다는선행연구 [2] 의연구와도일치함을확인할수있다. 또한환경을직접경험해보는활동을통한유아환경교육이유아의과학적문제해결력과환경에대한심미감, 책임감, 이해력등을향상시켜환경에대한태도를긍정적으로향상시켜준다는연구 [21] 와도맥을같이한다. 이상의결과를바탕으로향후살아있는자연과더불어생명체와함께하는숲체험활동의장려와동시숲환경에맞는다양한응용프로그램의접목이요구된다. 마지막으로본연구에서의조사대상이전국적표본이아닌특정지역에국한된점에서결과를일반화하는데제한을갖는바, 따라서향후연구에서는다양한지역과연령층의특성을고려한전국적조사가요구된다. References [1] Y. R. Chae, S. H. Lim, and Y. Y. Park, The Effects of Dramatic Play Using Environmental-fairy Tales on Young Children`s Environment-friendly Attitudes and Environmental Preservation Knowledge. Excursions in Early Childhood Education, Vol.15, No.1, pp , [2] J. W. Kim, The Use of Children's Literature for Research on Early Childhood Environmental Education. The Korean Journal of Child Studies, Vol.24, No.6, pp , [3] S. M. Lee, Impact of Natural-Objects Exploration Activities on the Nature-Friendly Attitude and Drawing Representation Skills of Preschoolers. MS Thesis Chonbuk National University, [4] H. S. Ryu, and K. H. Shin, The Effects of Environmental Education for Young Children Using Ecological Fairy Tales on Environmental Knowledge, Attitudes, and Behavior. Excursions in Early Childhood Education, Vol.14, No.4, pp , [5] S. Y. Park, Influence of Children's Environmental Education Activities using Environmental Fairy Tales on Environment Friendly Attitudes and Environment Preservation Knowledge. MS Thesis Korea National University of Education, [6] J. H. Shin, Impact of Eco-Art Education by Eco-Picture Books on the Environmental Conservation and Nature-Friendly Attitude of Preschoolers. MS Thesis Incheon University, [7] S. H. Park, and H. S. Cho, Effects of Nature-Friendly Education using Ecological Picture Books on the Child`s Environment-Friendly Attitude and the Child`s Social-Friendly Activities. Excursions in Early Childhood Education, Vol.12, No.5, pp , [8] H. S. Yun, The Influence of Teacher's Questioning Type to the Scientific Problem Solving Ability of Child at Growing Vegetables in a Small Garden. MS Thesis Yosu University, [9] J. H. Kim, The Effects of Representation After Gardening on Children's Scientific Inquiry Competences and Attitudes. MS Thesis Gwangju National University, [10] I. S. Hwang, The Influence of Backyard Gardening Activities based on Ecological Approach to Children's Pro-environmental Attitude and Pro-social Behavior. MS Thesis Chonnam National University, [11] O. J. Ji, Understanding the Ecological Relationship of Young Children in the 'Cabbage in the Garden' Project. Ecological Early Childhood Education Research, Vol.7, No.2, pp , [12] Y. J. Lee, The Effect of Observation for Natural Things through Walking Activity on Scientific Exploration Ability of Children. MS Thesis Chung-Ang University, [13] K. H. Shin, An Analysis on the Young Children`s Pro-environmental Attitudes, Environmental Preservation Knowledge, and Pro-environmental Behaviors. Excursions in Early Childhood Education, Vol.13, No.2, pp , [14] Y. J. Shin, The Influences of Natural Play in Outdoor 1610

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8 on Children's Proenvironmental Attitudes and Prosocial Behavior. MS Thesis Chung-Ang University, [15] K. H. So, The Effects of a Nature Experience Activity Program on Children's Nature Friendly Attitude and Artistic Expression Ability. MS Thesis Yonsei University, [16] S. N. Jung, The Effect of Drawing Activity based on Nature Environment Experience on Young Children's Drawing Expression. MS Thesis Korea National University of Education, [17] Y. H. Hur, The Effect of Integrated Activities for Forstering Animals on the Children's Proenvironmental Attitudes. MS Thesis Chung-Ang University, [18] L. Musser, and K. E. Diamond, The Children's Attitudes toward the Environment Scale for Preschool Children". Journal of Environmental Education, Vol.30, No.2, pp , DOI: [19] D. W. Tegano, J. K. Sawyers, and J. D. Moran, Problem-finding Solving in Play. Childhood Education, Vol.66, No.2, pp , DOI: [20] E. K. Choi, The Effect of Scientific Activities through Literature on Scientific Problem-Solving and Interest in Infants. MS Thesis Chung-Ang University, [21] M. Oltman, Natural Wonders: A Guide to Early Childhood for Environmental Educators. NM: Minnesota Early Childhood Environmental Education Consortium, 강영식 (Young-Sik Kang) [ 정회원 ] 2004 년 2 월 : 원광대학교유아교육전공 ( 문학박사 ) 2006 년 8 월 : 원광대학교사회복지학과전공 ( 사회복지학박사 ) 2012 년 1 월 ~ 현재 : 충남대학교교육학과교육대학원 ( 유아교육과교수 ) < 관심분야 > 유아교육, 부모교육, 아동복지 1611

Journal of Educational Innovation Research 2018, Vol. 28, No. 4, pp DOI: 3 * The Effect of H

Journal of Educational Innovation Research 2018, Vol. 28, No. 4, pp.577-601 DOI: http://dx.doi.org/10.21024/pnuedi.28.4.201812.577 3 * The Effect of Home-based Activities Using Traditional Fairy Tales