• 한국환경교육학회지:환경교육
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• 제11권2호
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• pp.224-237
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• 1998

The purpose of this study that was based on the theory review about the practical use necessity of school landscape was to survey on the awareness of elementary school teachers about the applications of school landscape for environmental education. This study was carried out through the review of literature, the questionnaire to 132 elementary school teachers in Seongnam City. The findings derived from this study were as follows : First, School landscape is an important field as environmental education resource for the improvement of school environmental education. Especially, for the improvement of environmental sensitivity through field-experience learning, the practical applications of elementary school landscape is very important and urgent in aspects of environmental education theory, accessibility, and convenience. Second, Most of responded teachers give an affirmative answer about the field-experience learning for school environmental education and the necessity of practical use of school landscape for field-experience learning. Several the improvement to use elementary school landscape for environmental education being suggested by teachers are the increase of financial support, the magnification of school area, and the school landscape planning and design in consideration of environmental education by landscape architect expert. Third, Above half of teachers don't agree to use the roof garden for environmental education because of the safety of students and the school building construction. Fourth, Teachers are more satisfied with the status of school landscape maintenance than the practical usability of school landscape in aspect of environmental education and the facilities in school landscape. Teachers think that the most important functions and roles of school landscape is psychological factor.

• 교육녹색환경연구
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• 제12권2호
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• pp.71-82
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• 2013

School Landscape Planning in Korea recently due to the implementation of green building certification system as a whole outside of the school environment and create eco-friendly, but not has not been linked with the curriculum. The purpose of this study is linked to the curriculum that can be used actively in learning activities is to landscape the school. Considering curriculum for elementary landscape plan provides direction results of this study can be summarized as follows: First, the elementary school years in Chapter 3, the type and number of species of plants and animals that appear in the textbooks examined the results of the analysis that appears to know what plants and animals were the most common. Second, seven schools in Gyeonggi Province in Chapter 4 investigated the status of the landscape. The current landscape of the school curriculum, whether in agreement with the results of this comparison indicate that much of a difference could be seen. Therefore, future elementary landscape plan in accordance with the finality of education curriculum will be developed to fit.

• 한국조경학회지
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• 제32권1호
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• pp.127-135
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• 2004

This study aims to suggest the directions of the elementary school landscaping in terms of environmental education. The 96-case of school landscaping projects had been implemented for 2001 - 2002 in Seoul was selected, and the trends and contents of the projects for improving the school landscape was reviewed. Also, specially the 9-case among them was selected and analyzed whether or not the projects were effective for the environmental educational places. The paper showed that it was not fully matched with the environmental education programs in the textbooks that need the actual spaces and facilities including woods, outdoor class, kitchen garden, breeding farm and ecology pond etc. Also, it appeared that the teachers and students did not satisfied with the projects for improving the school landscape. Finally, this paper suggested that the species diversity of plants and animal, water and forest environment should be emphasized on the school landscaping.

• 휴양 및 경관연구
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• 제12권4호
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• pp.1-10
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• 2018

This study is about the investigation of the walking environment of the First Experimental Elementary School in Shapingba District of Chongqing City and the Zaozilanya Elementary School in Yuzhong District and the analysis of the pedestrian's consciousness. The improvement plan is obtained by comparing and analyzing the walking environment around the school. The survey results are as follows. According to the survey results of the walking environment around the school, the sidewalks of the two schools are relatively narrow, and there are more pedestrians crossing the road. There is a phenomenon of parking in both schools. The phenomenon of parking in Zaozilanya Elementary School is even more serious. In investigating the most important elements of the school's pedestrian environment, the setting of the signpost, the setting of the crosswalk and signal lights, the setting of the fence, the setting of the vehicle's deceleration facilities, and the control of the school gate are all necessary. Therefore, in order to create a safe and comfortable improvement plan for the surrounding environment of the school, first of all, in the improvement of the facilities around the school, the setting of the fence, the setting of the speed bump, the improvement of the crosswalk and the signal light. Second, in terms of restrictions, the scope of protection around the school needs to be expanded, and restrictions on parking and restrictions on vehicle traffic need to be implemented. Third, in terms of education and publicity, it is not only necessary to provide safety guidance for students to go to school, but also to provide drivers with driving safety education and publicity.

• 한국조경학회지
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• 제21권1호
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• pp.31-50
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• 1993

This study was conducted to investigate the plants status of the woody landscape plants species of 38 elementary, middle, and high school in Iri city, and to obtain some fundamental information for development and use of native species of trees. The results are summarized as follows: 1. Landscape plants species of 38 elementary, middle and high school in Iri city was 55 families, 164 species, and 85, 045 trees and the average of landscape plants species of 17 elementary schools was 50.5 families, 3, 010 trees, on the other hand, middle and high school was 42.4 families, 1, 609 trees. 2. Plants species by type was Deciduous Broadleaved Tree 32.9%, Deciduous Broadleaved Shrub 25.6%, Evergreen Coniferous Tree 14.6%, Evergreen Broadleaved Shrub 9.7%, Vine 4.8%. Evergreen Trees on the other hand, according to the utilization rate 'others' was 32.2%. 3. The rate of plants species of the Evergreen Trees to the Deciduous (except Vine and 'others') was 34:66. on the other hand, rate of quantity was 50.5:49.5 and the rate of the trees to the shrubs(except Vine and 'others') was 58:42. to the plants species and to the quantity of the number of trees was 25.9:74.1. 4. Plants species of fruit plants of 38 elementary, middle and high school in Iri city was 31 species to the 164 species. The rate of frequency was Poncirus trifoliata 27.8%, Lycium chinense 25.1%, Ginkgo biloba 16.7%, to the quantity of the number of trees, fruit plants was 2, 605 trees to the 85, 045 trees and the frequency was 3%. 5. School trees and flowers of 38 elementary, middle and high school in Iri city were appointed 17 elementary school, on the other hand, middle and high schools were only 4 middle and high schools. Plants species of the best of frequency school tree was Zelkova serrata and school flower was Rosa spp.. 6. The rate of the native species to the introduced species was 73.8:26.2. on the other hand, the rate of quantity by the number of trees was 84.7:15.3 to the type, the rate of frequency of plants of native species Evergreen trees was Thuja orientalis, deciduous was Ginkgo biloba, Vine was Wisteria floribunda and 'others' was Sasa borealis. on the other hand, to the introduced species, Evergreen Trees was Juniperus chinensis. Deciduous Trees was Metasequoia glyptostroboides, and Vine was Vitis labrusca and 'others' was Phyllostachys pubescens. 7. As the fundament of the results of above the optimum selecting of woody landscape plants according to native species of trees was 29 families, 58 species. on the basis of 30 points, 28 points was 8 species Ginkgo biloba, Ulmus davidiana var. japonica, Parthenocissus tricuspidata, Elaeagnus umbellata, Fraxinus rhynchophylla, Weigela subsessilis, Koelreuteria paniculata, Lonicera japonica, 26 points was 27 species Thuja orientalis, Zelk ova serrata, Euonymus japonica etc., and 24 points was 23 species Populus tomen tiglandulosa, Juglans sinensis, Sophora japonica etc..

• 한국조경학회지
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• 제15권2호
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• pp.1-21
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• 1987

This study was conducted to find out the fundamentals for proper use of Planting system in the elementary school landscape. For this study, 70 text books were applied to quote the plants, planting situation of 15 elementary schools was surveyed, and 1,464 questionnaires were collected. The resultes and some proposals obtained are summarised as follows ; 1. Total of 177 plant species were quoted over all text books of the elementary school course. Among them, the woody species showed the highest in number with 58 and herbaceous were the next with 30, the other were vegetable of 29, food crops, weeds, industrial ornamentals crops and water plants in order. They were common species in this country and were easy to cultivate except few. 2. 210 species were planted at the 15 elementary schools in Mokpo. It was constituted of 77 of herbaceous species and 133 of woody species but localized Plants were little. The herbaceous plant frequently used were Chrysanthemum morifolium, Targests erecta, Salvia splendens, Petunia hybrida, Cosmos bipinnatus, Celosia cristata, Canna generalis, et. On the other hand in the woody species Juniperus chinensis var. kaizuka, Cerdus deodora, Camellia japonica, and in the shrub Serissa japonica, Thuja orientalis, Euonymus japonica, Buxus mrcrophylla var. koreana etc in order. Almost the same species of woody plants described above were planted in zone of I -IV. Therefore, many problems were found in aspect of aesthetics, and their function and growth. There was much differences in number of species and quantity of plants in each elementary school. However they were not associated with school size, location, and age of schools. Most of elementary schools did not have same the plants as they were represented in text brooks. Therefore, in view of educational purpose it needs to plant more species which quoted in text books.

• 한국조경학회지
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• 제20권3호
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• pp.64-78
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• 1992

In this study, elementary school students of both urban and rural areas as its subjects were asked to draw 'A beautiful landscape' by employing the perspective representation technique, i. e., the Perception Map, and to write down the elements comprising 'A beautiful landscape' in the questionnaire sheets. By doing so, an attempt was made 1) to analyze whether there are differences in perceiving 'A beautiful landscape' according to the differences of the environment in which they were brought up ; and, if there are differences. 2) to identify them ; and based on that , 3) to present basic data for evaluation on landscape, on its preference analysis and for Park Planning. The summary of this study is as follows ; 1) The main elements, elementary school students think, comprising 'A beautiful landscape' are 25 ones such as Sky(7), Sea(2), Water(2), Topography(5), Plants(5), Animals(3), School(1), Rural village(1). The natural elements showing a difference are ; Water fall in urban areas and School landscape in rural areas ; the artificial elements are ; City groups(Structures, Facilities, Necessities, Transportation means and Space) in urban areas and School groups in rural areas. Especially, in case of rural area children, they regard 'Trees' as an essential element to be 'A beautiful landscape' comparing to those in urban areas. 2) According to the analysis result on the correlation between the elements comprising a beautiful rural landscape and a beautiful ruban landscape, the correlation between boys and girls is high, showing the same trend with any difference. In comparison of urban areas with rural areas, there is no difference between natural elements, but in artificial elements(7 groups without family) the correlation is quite low, showing that all comprising elements are not the same between rural schools and cities, between schools within the same areas, and between schools of different areas. 3) In identifying the names of elements comprising 'A beautiful landscape', Back-Du Mountain and Sorak Mountain are shown the highest frequency in the category of mountains. In the names of trees and flowers, the elementary school children are thought to consider the kinds of trees and flowers they can see always at hand, i. e., those in their school ground where they spend most of their day time. 4) In the analysis of the numbers of comprising elements according to the responses in the questionnaire sheets and in the Perception Map, 'less than 10' is the most frequently counted number of comprising elements by individual students regardless of rural and urban differences. When the total frequency is divided by the number of students, the mean score is 6-7 without any differences between rural and urban areas, implying that there are no differences in the expression ability between urban and rural schools. 5) According to the result of classyfying and analysizing the landscape appeared on the Perception Map by similar elements and by similar scenes, 'A beautiful landscape' thought by elementary school children is defined not as a standardized form but as 11 types such as the landscape of fields, the landscape of a sea, the landscape of a rural village, a type where elements are assembled, the landscape of cities, the landscape of a school, the landscape coming out of a imagination, and other landscape. Both rural and urban children all consider the landscape of mountains and field and the landscape where several elements are assembled as a commonly beautiful one. Among the landscapes showing rural and urban differences, it can be analyzed that urban children regard the landscapes of cities, imagination, and waterfalls as something characteristic, while rural children regard the landscape of schools and rural villages as something characteristic.

• 한국환경복원기술학회지
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• 제9권1호
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• pp.14-30
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• 2006

It is difficult to secure public lots in the downtown area, school lots can be made the best use of important source to increase the area of green land in the city. The tree-planting campaign for schools has been in force since 1999 by the city of Seoul and at present; it is currently established as the plan of school parks. Thereupon, the purpose of this study is to present some ways to revitalize elementary schools to be used as vest pocket parks through the research of elementary schools, which are subject to the plan of school parks in Seoul. The results of this study are as below : The subjects to revitalize school parks as vest pocket parks are as follows. First, the land has to be utilized for security of space. Second, in addition to the front and back gate, another passage to the park has to be set up for easy access. Third, the fence has to be formed as a hedge used outside the park. Fourth, selecting plants, species of trees suitable for the landscape of school and taking into consideration the aspect of ecology. Finally, it is urgent to enact socially and economically proper standard of law by the new standards of area for school landscape considering not only the building law and regulations of general landscape, but also specific characteristics of school landscape.

• 한국환경복원기술학회지
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• 제7권6호
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• pp.1-11
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• 2004

본 연구는 충주시 10개 초등학교를 대상으로 식물 식재현황을 조사 분석하여 향후 초등학교의 건물과 토지이용에 따른 기능적이고, 생태적인 식물이용을 위한 기초 자료를 제공하고자 수행하였으며, 얻어진 연구결과는 다음과 같다. 충주시 10개 초등학교에 식재되어 있는 식물은 목본류 89종, 초본류 108종, 기타식물 2종으로 총 199종이었다. 평균적으로 학교당 약 60종이 식재된 것으로 조사되었다. 식재된 목본류를 성상별로 보면 낙엽활엽교목이 40종으로 가장 많았고, 그 다음으로 낙엽활엽관목 18종, 상록침엽교목 15종 등의 순이었다. 상록수와 낙엽수의 비율(만경목, 기타 제외)을 수종별로 보면 상록수는 23개 수종으로 전체 수종의 27.7%이며, 낙엽수는 60개 수종에 72.3%를 나타내 각 초등학교의 식재 수종 패턴이 낙엽수에 편중되어 있음을 알 수 있었다. 교목과 관목의 비율(만경목, 기타 제외)을 수종별로 보면 교목은 59개 수종으로 71.1%, 관목은 24개 수종으로 28.9%를 나타내 교목에 편중된 경향을 보였다. 조사된 구역별 식물 식재현황은 진입부 75종, 본관주변 83종, 정면부 63종, 측면부 128종, 후면부 95종이었다. 가장 많은 식물종이 식재된 구역은 측면부로 다양한 초본류와 목본류가 식재되어 있었으며, 정면부의 경우 가장 적은 식물종이 식재된 것으로 조사되었다. 각 학교의 교목과 교화를 조사한 결과 교목으로는 느티나무가 4개교, 은행나무가 3개교, 향나무, 주목, 소나무가 각각 1개교이며, 교화로는 목련(백목련 포함)이 6개교, 장미가 2개교, 모란과 개나리가 각각 1개교였다.

• 한국환경복원기술학회지
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• 제14권3호
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• pp.33-45
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• 2011

The purpose of this study is to establish the strategic direction of school forest based on the analysis of planting species and status and environmental consciousness of students on 9 elementary schools in Gyeongsangbuk-Do. According to the results of analysis of planting status, the green space area of Ahwa elementary school was increased as $2,300m^2$ and the green space area of most schools was increased more than $500m^2$ by the construction of school forest. The planting species were surveyed as 109 species in total and the deciduous broad-leaf trees and herbaceous plants were identified by each 29 species. As a result of analysis of elementary school students' awareness on school forest using surveys, the ratio of students that know school forests is 58.9% and the ratio of participation is 20.7%, that is very low. Finally, in the direction for the desirable construction of school forest, the students evaluated by preferring the evergreen broad-leaved trees, flowering trees and fruit trees and they required the development of teaching materials and program and the quantitative increase of forest.