• Journal of the Korean Institute of Rural Architecture
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• v.22 no.3
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• pp.9-16
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• 2020

The trend emphasizes children-oriented, play-oriented ecological education programs for children's ecological education. And most of these nature -friendly and eco-friendly education takes place outdoors. Therefore, outdoor space planning is important in childcare facilities. This case study aims to analyze the actual conditions of outdoor spaces in daycare centers and to provide standard data for outdoor space planning. In order to provide basic data on the improvement direction and planning standards of outdoor spaces, this present study conducted the composition, utilization status and related problems of outdoor spaces for nature -friendly ecological education in childcare facilities. Accordingly, outdoor space planning for ecological education should consider outdoor space characteristics such as free and easy accessibility between indoor and outdoor spaces, openness of space, flexibility, dynamic/static space, and nature affinity. Therefore, for an ecological education environment, children should be able to freely approach nature and play in the natural environment without any restrictions and artificial controls. Also, in urban areas, natural environment such as parks and open spaces should be considered as outdoor play spaces for children.

• International Journal of Advanced Culture Technology
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• v.8 no.3
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• pp.166-171
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• 2020

The purpose of this study to discover what effect the mathematics education program linked to outdoor movement activities have on the ability to manipulate objects. The subject of study was a kindergarten class. The experimental and comparative groups consisted of 20 people each. In order to verify the effect of applying the early childhood mathematics education program in connection with outdoor movement activities, a total of 15 weeks of program was conducted for young children. As a result of conducting this study, it was found that a mathematics education program linked to outdoor movement activities improves the ability to manipulate objects. The discussion based on the results of this study is as follows. First, we suggest to specific activities that can be performed in an outdoor environment should be developed and applied to the field of early childhood education. Second, we suggest that It is necessary to program various subjects that link to outdoor movement activities. Third, we suggest what various measures are needed to improve the young children's ability to manipulate objects.

• International Journal of Advanced Culture Technology
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• v.8 no.2
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• pp.204-208
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• 2020

The purpose of this study is to find out the teacher's awareness and needs for early childhood mathematics education and outdoor movement activities. The study participants were eight kindergarten teachers located in Korea. in-depth interviews were conducted with teachers on 2014.04. ~ 2014.07. Interviews were held twice each, semi-structured with the order and content of the questions adjusted. As a result of analyzing and categorizing the collected data, the results were 'Early teacher's awareness of mathematics education', 'Early teacher's awareness of outdoor movement activities', and 'Educational teacher's awareness of mathematics activities linked to outdoor movement activities'. The conclusions of this study are as follows. First, the model of early childhood teacher for mathematics education and outdoor movement should be presented. Second, there is a need for ways to improve the teacher's confidence in mathematics education and outdoor movement.

• Journal of the Korean Institute of Rural Architecture
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• v.22 no.1
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• pp.21-30
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• 2020

It is a trend to pursue the reinforcement of child-centered, play-oriented ecological education programs that support children's development. Most of these nature friendly and eco education is done in the outdoor space. So outdoor activities in child care facilities are essential. The purpose of this study was to analyze the actual condition of the outdoor space for ecological child education in the child care center. Therefore, in order to provide the basic data for the direction of the improvement and to grasp the current situation and problems, the survey and analysis of the external space composition and utilization status in the child care facilities for nature-friendly ecological child care education has been done. As a result, the half of the cases did not reserve even the minimum size of outdoor space and fall short of the standards of outdoor space quality as accessibility, complexity, articulation and nature friendliness for ecological education. Therefore, in order to establish an ecological education environment, it is necessary to build facilities in natural green or suburban areas. In addition, they need to use the natural environment such as parks, open spaces, and forests.

• Journal of Christian Education in Korea
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• v.69
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• pp.105-137
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• 2022

This paper is to study the characteristics of outdoor wilderness education and the impacts of outdoor wilderness experience on the participants in higher education. The first part of this paper addresses the common components of outdoor wilderness programs: adventure or self-discovery in disequilibrium, small groups for accountability in a temporary community, problem solving processes for decision making in real situations, solo time for integration in solitude, and leadership styles and role of the trip leaders. These elements of outdoor wilderness programs help the participants to achieve their goals according to its mission. The second part of this paper divides outdoor wilderness programs into three categories according to the objectives and outcomes of outdoor wilderness education: orientation programs for incoming students, personal leadership development programs, and professional training programs. The impacts of outdoor wilderness experiences on the participants of different programs in higher education were reviewed. Then guidelines for spiritual formation prorgams were proposed for Christian educators who are involved in wilderness programs in higher education to develop their practical wilderness experiences into holistic development programs according to its mission and goals.

• Journal of Digital Convergence
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• v.12 no.11
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• pp.607-615
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• 2014

Outdoor education emphasizes diverse experiences from the internal growth which is expected from the learners, to the ecological and environmental experiences. It is also the needs of this time and reflected in the education system of Korea. However the goal of outdoor education is not well defined and philosophical efforts to clarify it is also not enough. In this respect, we tried to define the goal and investigated professionalism of outdoor education. Specifically, we investigated the professionalism of teachers and instructors of physical education. The goal was investigated in two areas 1) holistic experience and problem solving skill and 2) aiming self-reflective practitioner. The idea was that educators must not aim simple educational efficiencies but have to become self-reflective practitioners through everyday life. The conclusions of this study are firstly, a safety manual is required to avoid possible injuries and to give first aid in an unfortunate occasion, secondly, an education program is required to train outdoor professionals and lastly, outdoor education should not remain in the boundary of formal education but should be included in non-formal education.

• Hwankyungkyoyuk
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• v.24 no.4
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• pp.62-77
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• 2011

The purpose of this study is to overcome the realistic pressure and the limit of school environmental education and to develop an environmental education program that can provide students, who live in an urban area, have difficulty in contacting with nature, with an opportunity to experience the nature in the school outdoor environment, which is their daily living space and is a ground of environmental education. First, I developed an analytical tool which can be used to determine the degree how the environmental education is related to the school outdoor environment with 8 categories(spaces). And I analyzed the 2007-79 curriculum of lower grade(1 and 2 grades) of the elementary school provided by the Ministry of Education and Human Resources Development by using the analytical tool and found out that this curriculum was suitable for the environmental education utilizing the school outdoor environment. According to this curriculum analysis, the studying subjects which could be suitable for the environmental education utilizing the school outdoor environment were extracted, and based on these subjects, an environmental education program was developed. The environmental education 'in' environment program were composed with 5 modules and 18 activity subjects suitable for students advancement phase, and these activities can be implemented with experiencing, understanding and expressing by using 5 senses. I also proposed a plan that can be used to apply this program continuously to the lower grades(1 and 2 grades) original experience activity class.

• Hwankyungkyoyuk
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• v.24 no.3
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• pp.44-55
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• 2011

This study examined the effects of RSM (Regional Science education resource Map), developed and provided by Busan metropolitan city Office of Education, at high schools in Busan. Two group of students, who were in the same level of achievement as well as other environmental conditions, participated in this study. Twenty nine of students as an experimental group experienced outdoor activities utilizing RSM, while thirty of students as a control group did not participate in any outdoor activities. The results indicated that compared to the control group of students, the experimental group of students represented a significant improvement in students' environmental attitudes, local ecological interest and eco-friendly behavior. The teachers who guided outdoor activities utilizing RSM suggested that RSM needs to be further subdivided by seasons as well as local districts. They also suggested that RSM needs to be linked with a school curriculum.

• Journal of Fisheries and Marine Sciences Education
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• v.20 no.2
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• pp.309-322
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• 2008

The purpose of this study is to investigate actual environment and operation of outdoor play at day care centers in Jeju area and differences in recognition of outdoor play among teachers and provide basic data to develop an outdoor play program for infants. For this purpose, data were collected from 207 teachers form about 100 day care centers in Jeju area. The results of this study can be summarized as follows: first, there were statistically significant differences in the actual environment of outdoor play mostly by the types of establishment and national, public, or corporate centers had better environment than private ones did. Second, the majority of day care centers in Jeju area were including and operating outdoor play in a daily schedule. Third, there were no significant differences in recognition of outdoor play among teachers.

• Journal of the Korean Institute of Landscape Architecture
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• v.29 no.6
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• pp.50-61
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• 2002

As recognition and polices for plans to preserve natural resources and to develop environment-friendly space in school education is developed, not only organization of curriculums related to these is required but also facilities for the education are indispensable. Therefore, this study tries to suggest several standards on matters including kinds and scale of facilities and the introduction of species by facilities required for outdoor teaming spaces for environmental education in the elementary school system. The methods of this study include researching various records related to environmental education in elementary school, researching the present condition of outdoor learning space installed and operating in the existing schools by making an on-the-spot survey, and analyzing appearance frequencies of plants and animals displayed in the text. In addition, the actual conditions of the facility use and management were investigate through a questionnaire, We chose and diagrammed a model of the installed facilities by putting the results together. For analyses the investigated eight schools, were categorized as ‘facilities-arranged type’or ‘connection type with ecological park’. The first type distributed and arranged facilities, including meteorological observatory, rocky park, experience-learning area, ecological pond, animal-breeding farm and field-leaning area into appropriate locations according to the site conditions of the school while the second type created a natural learning place by integrating several facilities and arranging areas such as an animal-breeding farm and experience-learning area into appropriate sites. In this study, essential facilities for outdoor learning are classified into ecological park, experience-loaming area, field loaming area, and for natural learning, meteorological observatory, animal-breeding farm, and greenhouse.