Journal of Educational Innovation Research 2017, Vol. 27, No. 3, pp DOI: : A basic research
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1 Journal of Educational Innovation Research 2017, Vol. 27, No. 3, pp DOI: : A basic research for the after-school forest activities program models: Focusing on requirement and perception of parents Purpose: he purpose of this study is to conduct a basic research to develop an elementary school after school forest activity program, furthermore provide contents for a new after school program, and activate forest childhood education. Results & Conclusion: In investigating the awareness and needs of parents, the results showed that 54.4% had 'heard of forest activity program', and 89.3% responded that it is 'needed'. When investigating by background variables, there was no significant difference according to parents' education. However parents of students in grades 1 & 2 had the highest ratio of parents that had heard about forest activity program. Next, in identifying the detailed requirements of the after school forest activity program, '2 hours' was considered as most favorable duration for activities in one day (48.2%), class configuration of 'lower, upper grades' (36.9%), preference of 'forest commentator' (50.6%) as leading teacher, for the role of teacher 'safety manager' (46.4%), and 'Observations based navigation in accordance with the interests of the child' (38.0%) as educational method. Like such, all considerations and concerns were associated with safety. Parents that participated in the interview saw forest activity program becoming 'education that makes today happy', and 'education that prepares for the future', and showed their positive expectations. Key words: elementary after school, forest activities, models development, requirement and perception of parents Corresponding Author: Kim, Eunju. Pusan National University, Dept. of Early Childhood Education, Busandaehakro, Jangjeondong, Busan, Korea, eunjukim@pusan.ac.kr
2 .,, '(Friluftsfamjandet), ) (, 2017),,,, (2015) 3,574 (41.1%), 2,056 (23.0%). ( , KBS),,,... (2011), (2009) (2014),.,,,,, (, 2012) (, 2012). 1),,, 12.
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5 . 1) 설문조사대상 B 200. n(%) 20 ~25 1(0.6) 25 ~30 5(3.0) 30 ~35 20(11.9) 35 ~40 76(45.2) 40 66(39.3) 15(8.9) 153(91.1) 49(29.2) 43(25.5) 68(40.5) 8(4.8) 75(44.6) 4(2.4) 89(53.0) 1~2 65(38.7) 3~4 58(34.5) 5~6 45(26.8) 77(45.8) 91(54.2) 168(100) ~40 76 (45.2%), (40.5%), 89 (53.0%) 75 (44.6%). 77 (45.8%), 91 (54.2%), 1~2 65 (38.7%), 3~4 58 (34.5%), 5~6 45 (26.8%).
6 2) 면담대상 8, < -2>. A 37 1 B 38 3 C 40 2 D 40 5 E 44 5 F 35 2 G 30 2 H ) 설문지 (2008), (2003), (2009) (2011). 6, 12, 2, < -3>.,,,,, 6,,,,,,,,,,, 12, 20 2
7 2) 면담지.,. 1) 설문조사 SPSS ) 면담
8 . 1) 숲활동프로그램에대한인식여부, < -1>. χ 24(27.3) 25(31.3) 49(29.2) 22(25.0) 21(26.3) 43(25.6) (40.9) 32(40.0) 68(40.5) df=3 6(6.8) 2(2.5) 8(6.8) 1~2 36(40.9) 29(36.3) 65(38.7) ~4 23(26.1) 35(43.8) 58(34.5) 5~6 29(33.0) 16(20.0) 45(26.8) df=2 88(52.4) 80(47.6) 168(100.0) P<.05 < -1> 88 (52.4%), 80 (47.6%)., (χ =6.63, P<.05). 1~2 36 (40.9%), 3~4 35 (43.8%), 5~6 29 (33.0%). 2) 숲활동프로그램의필요성 < -2>.
9 χ 40(26.7) 9(50.0) 49(29.2) 41(27.3) 2(11.1) 43(25.6) (43.3) 3(16.7) 68(40.5) df=3 4(2.7) 4(22.2) 8(4.8) 1~2 59(39.3) 6(33.3) 65(38.7) ~4 53(33.3) 5(27.8) 58(34.5) 5~6 38(38.7) 7(38.9) 45(26.8) df=2 150(89.3) 18(10.7) 168(100.0) P< (89.3%)., (χ =20.38, P<.05). 3) 숲활동프로그램의일일활동시간 < -3> χ 20(29.0) 24(29.6) 5(29.4) 0(0.0) 0(0.0) 49(29.2) 12(17.4) 27(33.3) 4(23.5) 0(0.0) 0(0.0) 43(25.6) (47.8) 26(32.1) 8(47.1) 0(0.0) 1(100.0) 68(40.5) df=9 4(5.8) 4(4.9) 0(0.0) 0(0.0) 0(0.0) 8(4.8) 1~2 31(44.9) 27(33.3) 6(35.3) 0(0.0) 1(100) 65(38.7) ~4 22(31.9) 32(39.5) 4(23.5) 0(0.0) 0(0.0) 58(34.5) 5~6 16(23.2) 22(27.2) 7(41.2) 0(0.0) 0(0.0) 45(26.8) df=6 69(41.1) 81(48.2) 17(10.1) 0(0.0) 1(0.0) 168(100.0) < -3> 2 81 (48.2%), 1 69 (41.1%), 3 17 (10.1%), 5 1 (0.6%)., , (P<.05).
10 4) 숲활동프로그램반구성., (1~6) 21(34.4) 16(25.8) 7(25.9) 5(27.8) 49(29.2) 14(23.0) 18(29.0) 7(25.9) 4(22.2) 43(25.6) 25(41.0) 25(40.3) 12(44.4) 6(33.3) 68(40.5) 1(1.6) 3(4.8) 1(3.7) 3(16.7) 8(4.8) 1~2 25(41.0) 26(41.9) 11(40.7) 3(16.7) 65(38.7) 3~4 19(31.1) 24(38.7) 6(22.2) 9(50.0) 58(34.5) 5~6 17(27.9) 12(19.4) 10(37.0) 6(33.3) 45(26.8) 61(36.3) 62(36.9) 27(16.1) 18(10.7) 168(100.0) χ 8.47 df= df=6 < -4>, 62 (36.9%) 61 (36.3%), 27 (16.1%), (1~6) 18 (10.7%). (P<.05). 5) 숲활동프로그램희망지도교사. χ 10(23.8) 2(15.4) 5(26.3) 1(100.0) 27(31.8) 4(50.0) 49(29.2) 13(31.0) 4(30.8) 4(21.1) 0(0.0) 21(24.7) 1(12.5) 43(25.6) 18(42.9) 7(53.8) 9(47.4) 0(0.0) 31(36.5) 3(37.5) 68(40.5) 1(2.4) 0(0.0) 1(5.3) 0(0.0) 6(7.1) 0(0.0) 8(4.8) df=15
11 ( ) χ 1~2 20(47.6) 5(38.5) 9(47.4) 0(0.0) 29(34.1) 2(25.0) 65(38.7) 3~4 12(28.6) 4(30.8) 8(42.1) 1(100.0) 31(36.5) 2(25.0) 58(34.5) 5~6 10(23.8) 4(30.8) 2(10.5) 0(0.0) 25(29.4) 4(50.0) 45(26.8) 42(25.0) 13(7.7) 19(11.3) 1(0.6) 85(50.6) 8(4.8) 168(100.0) 9.00 df=10 < -5> 85 (50.6%), 42 (25.0%), 19 (11.3%), 13 (7.7%), 8 (4.8%), 1 (0.6%)., (50.6%), (P<.05). 6) 숲활동프로그램지도교사대아동비율. 5 5~10 11~15 16~ (33.3) 27(29.7) 2(11.8) 3(50.0) 0(0.0) 49(29.2) 9(17.6) 28(30.8) 5(29.4)) 0(0.0) 1(33.3) 43(25.6) 21(41.2) 32(35.2) 10(58.0) 3(50.0) 2(66.7) 68(40.5) 4(7.8) 4(4.4) 0(0.0) 0(0.0) 0(0.0) 8(4.8) 1~2 22(43.1) 31(34.1) 9(52.9) 3(50.0) 0(0.0) 65(38.7) 3~4 19(37.3) 29(31.9) 6(35.3) 2(33.3) 2(66.7) 58(34.5) 5~6 10(19.6) 31(34.1) 2(11.8) 1(16.7) 1(33.3) 45(26.8) 51(30.4) 91(54.2) 17(10.1) 6(3.6) 3(1.8) 168(100.0) χ df= df=8 < -6> 1 5~ (54.2%), 5 51 (30.4%), 11~15 17 (10.1%), 16~20 6 (3.6%), 21 3 (1.8%). (P<.05).
12 7) 숲활동프로그램에참여하는교사역할. χ 27(34.6) 5(29.4) 6(25.0) 11(22.9) 0(0.0) 49(29.2) 20(25.6) 3(17.6) 7(29.2) 13(27.1) 0(0.0) 43(25.6) (34.6) 8(47.1) 10(41.7) 23(47.9) 0(0.0) 68(40.5) df=12 4(5.1) 1(5.9) 1(4.2) 1(2.1) 1(100.0) 8(4.8) 1~2 36(46.2) 3(17.6) 5(20.8) 21(43.8) 0(0.0) 65(38.7) ~4 24(30.8) 7(41.2) 8(33.3) 18(37.5) 1(100.0) 58(34.5) 5~6 18(23.1) 7(41.2) 11(45.8) 9(18.8) 0(0.0) 45(26.8) df=8 78(46.4) 17(10.1) 24(14.3) 48(28.6) 1(0.6) 168(100.0) P< (46.4%), 48 (28.6%), 24 (14.3%), 17 (10.1%).,, (χ =24.5, P<.05). 8) 숲활동프로그램의교육방법 < -8>., χ 14(24.1) 20(30.8) 6(37.5) 9(31.0) 49(29.2) 19(32.8) 19(29.2) 2(12.5) 3(10.3) 43(25.6) (36.2) 24(36.9) 6(37.5) 17(58.6) 68(40.5) df=9 4(6.9) 2(3.1) 2(12.5) 0(0.0) 8(4.8)
13 ( ), 1~2 24(41.4) 24(36.9) 6(37.5) 11(37.9) 65(38.7) 3~4 23(39.7) 22(33.8) 3(18.8) 10(34.5) 58(34.5) 5~6 11(19.0) 19(29.2) 7(43.8) 8(27.6) 45(26.8) 58(33.9) 65(38.0) 16(9.4) 29(17.0) 168(100.0) χ 4.97 df=6 < -8> (38.0%),,,,., (P<.05). 9) 숲활동프로그램의효과적운영을위한고려사항 < -9>. P<.05, 29(31.5) 2(50.0) 5(20.8) 7(17.1) 6(85.7) 49(29.2) 24(26.1) 0(0.0) 4(16.7) 15(36.6) 0(0.0) 43(25.6) 35(28.0) 1(25.0) 14(58.3) 17(41.5) 1(14.3) 68(40.5) 4(4.3) 1(25.0) 1(4.2) 2(4.9) 0(0.0) 8(4.8) 1~2 37(40.2) 2(50.0) 9(37.5) 15(36.6) 2(28.6) 65(38.7) 3~4 37(40.2) 0(0.0) 6(25.0) 15(36.6) 0(0.0) 58(34.5) 5~6 18(19.6) 2(50.0) 9(37.5) 11(26.8) 5(71.4) 45(26.8) 92(53.8) 4(2.3) 24(14.0) 41(24.0) 7(4.1) 168(100.0) χ 23.9 df= df=8
14 < -9> 92 (53.8%), 41 (24.0%), 24(14.0%),, (,, ) 7 (4.1%), () 4 (2.3%). (χ =23.9, P<.05). 10) 숲활동프로그램참여시가장염려되는부분 < -10>. P<.05 χ 43(30.5) 3(17.6) 1(25.0) 2(33.3) 49(29.2) 38(27.0) 2(11.8) 2(50.0) 1(16.7) 43(25.6) 56(39.7) 10(58.8) 1(25.0) 1(16.7) 68(40.5) 4(2.8) 2(11.8) 0(0.0) 2(33.3) 8(4.8) 1~2 58(41.1) 5(29.4) 1(25.0) 1(16.7) 65(38.7) 3~4 47(33.3) 8(47.1) 1(25.0) 2(33.3) 58(34.5) 5~6 36(25.5) 4(23.5) 2(50.0) 3(50.0) 45(26.8) 141(82.5) 17(9.9) 4(2.3) 6(3.5) 168(100.0) df= df=6 < -10> 141 (82.5%), 17 (9.9%), 6 (3.5%), 4 (2.3%)., (χ =19.24, P<.05). 11) 자녀의 숲활동 참여여부 < -11>.
15 χ 39(26.4) 10(50.0) 49(29.2) 39(26.4) 4(20.0) 43(25.6) (44.6) 2(10.0) 68(40.5) df=3 4(2.7) 4(20.0) 8(4.8) 1~2 59(39.9) 6(30.0) 65(38.7) ~4 50(33.8) 8(40.0) 58(34.5) 5~6 39(26.4) 6(30.0) 45(26.8) df=2 148(88.1) 20(11.9) 168(100.0) P<.05 < -11> 148 (88.1%), (χ =19.94, P<.05). 1) 숲활동프로그램을통해기를수있는아동상. 17(32.7) 3(60.0) 8(21.6) 12(30.8) 9(25.7) 49(29.2) 17(32.7) 0(0) 8(21.6) 11(28.2) 7(20.0) 43(25.6) 17(32.7) 1(20.0) 20(54.1) 12(30.8) 18(51.4) 68(40.5) 1(1.9) 1(20.0) 1(2.7) 4(10.3) 1(2.9) 8(4.8) 1~2 19(36.5) 1(20.0) 15(40.5) 13(33.3) 17(48.6) 65(38.7) 3~4 19(36.5) 2(40.0) 8(21.6) 19(48.7) 10(28.6) 58(34.5) 5~6 14(26.9) 2(40.0) 14(37.8) 7(17.9) 8(22.9) 45(26.8) 52(30.4) 5(2.9) 37(21.6) 39(22.8) 35(20.5) 168(100.0) χ df= df=8
16 < -12> 52 (30.4%), 39 (22.8%), 32 (21.6%), 35 (20.5%), 5 (2.9%).,. (P<.05). 2) 숲활동프로그램을통한기대효과.,. (1),..,,, ( C, ).....(). ( F, ). (,, 2015)
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25 (2012). :. (2), 1-26.,, (2013).. (2), (2009). 5.. ( ) ( ) Csikszentmihalyi, M., & Wong, M. M. (1991). The situational and personal correlates of happiness : A cross-national comparison, In F. Strack, M. Argyle, & N. Schwarz(Ed), Subjective well-being: An interdisciplinary(pp ). Oxford: Pergamon Press. Johnson, J. E., Christie, J. F., & Wardle, F. (2006).,,, :. : / : / :
26 : :. :, 54.4%, 89.3%.,, 1~2., 2 (48.2%),, (36.9%), (50.6%), 5~ %. (46.4%), (38.0%),.,,.
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230 한국교육학연구 제20권 제3호 I. 서 론 청소년의 언어가 거칠어지고 있다. 개ㅅㄲ, ㅆㅂ놈(년), 미친ㅆㄲ, 닥쳐, 엠창, 뒤져 등과 같은 말은 주위에서 쉽게 들을 수 있다. 말과 글이 점차 된소리나 거센소리로 바뀌고, 외 국어 남용과 사이버 문화의 익명성 등
청소년의 개인, 가정, 학교변인에 따른 비교육적 언어 사용의 차이 229 한국교육학연구 제20권 제3호 The Korea Educational Review 2014. 10. Vol.20. No.3. pp.229-251. 1) 청소년의 개인, 가정, 학교변인에 따른 비교육적 언어 사용의 차이* 강기수 조규판(동아대학교) [요 약] 본 연구의 목적은 청소년의 개인변인인
부산교육 311호
Contents Busan Education 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 37 40 41 42 43 44 45 46 47 (School Based Management) 48 49 50 51 52 53 54 55 56 57 60 61 62 63 64 65 66
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Journal of Educational Innovation Research 2018, Vol. 28, No. 4, pp.461-487 DOI: http://dx.doi.org/10.21024/pnuedi.28.4.201812.461 * - 2008 2018 - A Study on the Change of Issues with Adolescent Problem
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김진주 김수연. 초등학생대상장애이해교육에활용된동화에나타난장애인관분석. 특수교육, 2013, 제12권, 제2호, 135-160... 20.,,. 4.,,.,..... 주제어 : 장애이해교육, 동화, 장애인관 1. ( 1 ) Incheon Munhak Elementary School ( )(, E-mail: sooyoun@ginue.ac.kr) Dept. of
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The Impact of Personal Traits, Family Characteristics, and Job Satisfaction on the Psychological Well-Being of Middle Aged Men from the Baby Boomer Generation Working in Large Corporations Department of
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A Depth Interview on Qualification, Role, and Professionalism of Infant/Toddler Teachers Department of Child & Family Studies, Kyung Hee University Associate Professor : Ahn, Sun Hee Department of Early
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육아지원연구 2008. 제 3권 1 호, 147-170 어린이집에서의 낮잠에 대한 교사와 부모의 인식 및 실제 이 슬 기(동작구 보육정보센터)* 1) 요 약 본 연구의 목적은 어린이집에서의 일과 중 낮잠 시간에 대한 교사와 부모의 인식 및 실제를 알아봄 으로써, 교사와 부모의 협력을 통해 바람직한 낮잠 시간을 모색해 보는 데 있었다. 연구 대상은 서울, 경기지역
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Abstract Background : Most hospitalized children will experience physical pain as well as psychological distress. Painful procedure can increase anxie
Volume 12, Number 1, 92~102, An Intervention Study of Pain Reduction during IV Therapy in Hospitalized Children Myo-Jin Kim 1), Joung-Hae Bak 1), Won-Seok Seo 2) Mi-Young Kim 3), Sun-Kyoung Park 3), Jai-Soung
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에너지기후변화교육 4(2):203~211(2014) 203 초등학교 교과서 에너지 단원의 탐구활동과 시각자료 기능 분석 사례 연구 신명경 권경필 * 경인교육대학교 Abstract : This study aimed to analyze energy related inquiry activity and visual materials in elementary textbook.
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Analysis of teacher s perception and organization on physical education elective courses Chang-Wan Yu* Korea Institute of curriculum and evaluation [Purpose] [Methods] [Results] [Conclusions] Key words:
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A Study on Married Female Immigrants Life Style and Marriage Satisfaction in Terms of Preparing Their Old Age in Chungcheongnam-do Department of Gerontology, Hoseo University Doctoral Student : Hi Ran
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Analysis of the Current Condition of Student Childcare Training in Korea: Student Childcare Training Centers, Guidance Teachers, Student Teachers and Student Childcare Training Fees Department of Childcare
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Abstract Musculoskeletal Symptoms and Related Factors for Nurses and Radiological Technologists Wearing a Lead Apron for Radiation Pro t e c t i o n Jung-Im Yoo, Jung-Wan Koo 1 ) Angio Unit, Team of Radiology,
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한지닥섬유제품의인체생리반응및쾌적성평가 임순 Evaluation of Thermal Physiological Responses and Comfort in Dox Fabric Soon Im Professor, Dept. of Fashion Industry, Incheon National University This study performed the evaluation