• Korean Journal of Childcare and Education
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• v.10 no.4
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• pp.29-49
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• 2014

This study focused on how early childhood in-service teachers and pre-service teachers understood the concept of Forest Education. By applying the analysis of conceptual maps, introduced by Novak and Gowin's (1983, 1984), this study examined the number of upper category and subcategories, characteristics, hierarchy, and density of teachers' knowledge of Forest Education. 39 early childhood teachers and 60 pre-service teachers participated in this study. First, in-service teachers put 'nature(forest)' and 'living creatures' in the highest level of knowledge of Forest Education. On the other hands, pre-service teachers put 'the effect of Forest Education' and 'program' as well as 'nature(forest)' in the highest level of knowledge. In-service teachers seemed to construct their knowledge by understanding Forest Education as curriculum or activities such as math, language, music or multicultural education. Therefore they had a tendency to talk more about specific concepts including four seasons, insects, air, or climate change. However, pre-service teachers described 'the interconnectedness between human and nature', 'deep relationship with nature' and 'provision of nature.' This tendency might relate to their prior educational experiences of Eco-centered Early Childhood Education. With regards to the density and hierarchy of knowledge on Forest Education, both groups revealed the relatively low degree of density with average of around 2.00. This result can be interpreted that both groups of teachers might not have strong hierarchical and organizational knowledge of Forest Education. For the teacher education, philosophical background and practical knowledge of Forest Education should be included more.

• Journal of Korean Society of Forest Science
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• v.105 no.2
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• pp.253-260
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• 2016

This study identified the effect of forest education on juvenile probationers' psychological and emotional changes. Changes of mood states, self-esteem, self-control of 77 juvenile probationers, who attended forest education program co-managed by Korea Forest Service and Ministry of Justice in 2015, were identified by self-report survey. The result came out that forest education program had influence on positive change of juvenile probationers' mood states, increase of self-esteem, pursuing long-term satisfaction. The significance of the study is that the positive effect of applying forest education to attendance order program of juvenile probation was identified.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.5
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• pp.334-342
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• 2019

This study is empirically intended to look into the effects of parents' perception of their children's forest experience activities on educational effectiveness. The results were as follows. First, parents' perception of forest experience operation activities had a significant effect on educational effectiveness according to the period of participation in forest experience education. And their perception of the appropriate number of teachers to support forest experience had a significant effect on educational effectiveness. Second, parents' perception - which it is appropriate for the current daycare centers to participate in forest experience every day except a day with a lot of fine dust and a day with bad weather- had a significant effect on educational effectiveness. And their perception of appropriate forest experience places had a significant effect on educational effectiveness. Third, parents' perception of appropriate time in the day for forest experience activities had a significant effect on educational effectiveness. Fourth, parents' perception of their children's forest experience activities had a significant effect on communication. As for the above-stated findings, there was a significant difference in educational effectiveness and communication according to parents' perception of their children's overall forest experience activities. Consequently, there is the differences in their perception of educational effectiveness in the number of teachers in charge due to outdoor activities, the relationship with weather due to fine dust, forest experience places, education time, etc, indicating that these common concerns are related to the safe educational activities of children.

• 우리들 숲
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• s.22
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• pp.6-9
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• 2007

• Journal of the Korean Institute of Landscape Architecture
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• v.43 no.2
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• pp.40-55
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• 2015

This study aims to evaluate the efficiency of the forest experience center for children led by the local community as experiential management for forest kindergarten education. For this, an importance and performance analysis was conducted on the forest experience center for children in Geumcheon-gu, which, of the 12 forest experience center for kids in Seoul, is the only one led by the local community. The questionnaire sheet for the analysis consisted of a total of 36 questions, 20 about place facility areas and 16 about management program areas(including 6 questions about the management led by the local community). The questionnaire survey was done during the period between January 12th and January 19th, 2015. The participants in the survey consisted of 15 forest education specialists and 50 teachers from 19 kindergartens who participated in the forest experience program. The number of questionnaire sheets collected and used for analysis was 13 copies and 43 copies, respectively. The mean values of importance and performance on the place facility areas were 4.07 and 3.78 for forest education specialists, and 4.16 and 3.84 for kindergarten teachers, respectively. The mean values of importance and performance regarding the management program area were 4.38 and 4.16 for forest education specialists, and 4.40 and 4.00 for kindergarten teachers, respectively. Both groups evaluated the place facility areas lower than the management program areas. They also evaluated performance lower than importance. In place facility area, 'accessibility', 'safety' and 'connectivity to forest trail', 'loose parts' and 'safety facilities' were required to 'keep up the good work', because they showed higher importance and performance in place facility areas. Even though most items of management as led by the local community including 'forest experience activity support' were evaluated as 'important', some, including 'effort for local revitalization', were evaluated as low in performance. However, as they were evaluated as higher in importance, if they pursue 'concentrate here', it is expected that they will be evaluated as higher in performance. In addition, considering that program areas including 'forest education specialist's role' are labeled under the management led by the local community, it reflected a positive evaluation. As a result, management led by the local community is efficient as a management system for the forest experience center for children in an experiential forest kindergarten education. Going forward, if this management system is durable in 'keep up the good work' and 'concentrate here', the forest experience center for children led by the local community will be an alternative for an effective experiential forest kindergarten education.

• 우리들 숲
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• s.26
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• pp.12-13
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• 2007

• 우리들 숲
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• s.24
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• pp.9-11
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• 2007

• 우리들 숲
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• s.29
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• pp.12-13
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• 2007

• Korean Journal of Environment and Ecology
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• v.32 no.5
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• pp.541-552
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• 2018

This study investigated for perception about particulate matter in daily lives of mothers who have children aged from three to five years old and the difference of perception after participating in forest experience programs. The data were compiled from 122 mothers of preschoolers composed by 61 mothers who participated in the forest experience and those who did not. 82.8 percent of 122 mothers were concerned with particulate matters, and 84.4 percent frequently checked information on particulate matters. However, they lacked knowledge, countermeasures, and active practice to reduce it. Awareness of forest and fine particulate matter was high among mothers who had participated in the forest experience, with a high positive perception of forest role and forest environment. Therefore, expanding the opportunity for mothers to actively experience forest will contribute not only the forest experience in infants being activated but also to improve harmful environment such as fine particulate matter.

• Journal of Convergence for Information Technology
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• v.9 no.6
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• pp.112-120
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• 2019

The purpose of this study is to explore educational methods for elementary, middle and high schools using school forests via IT convergence. To this aim, we reviewed the previous literature on education using school forests to identify the problems with the existing education using school forests, and conducted interviews with experts to analyze the demands. we proposed an educational method that can utilize the school forests via IT convergence, and explored its validity through content reviews conducted by experts. The findings of this study are as follows. First, we proposed the IT convergence instruction focused on hands-on activities on top of the existing educational contents. Second, we proposed IT convergence instruction that incorporates diverse materials, physical computing tools, and programming tools. Third, we presented methods for utilizing such IT convergence instruction in connection with various elements of the 2015 Revised Curriculum as well as with various other activities such as middle school free semester activities and after-school activities. The school forest is a crucial learning space for the areas related to agriculture and biotechnology. Thus, we anticipate that the IT convergence instruction proposed in this study will lead to the re-discovery and re-evaluation of a value of school forests as an educational space that contributes to fulfilling the objective of the 2015 Revised Curriculum to nurture creative convergent talent.