• 한국초등과학교육학회지:초등과학교육
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• 제31권3호
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• pp.284-297
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• 2012

We developed an educational program using soil seed bank for promoting ecological literacy of children. The initial program was based on the modification of scientific methods used by ecologists. A pilot application was conducted to 4th~6th grade students. In that result, the program was most effective to 4th grade students in terms of ecological knowledge and attitude. Observation of plants in outdoor was the most interesting activity and soil seed bank experiment was the most useful activity to the students. The educational period from late March to early November was too long to keep interest for participants. In the final program, we suggested 3 months and 2 weeks education period (from the 4th week of March to the first week of July) and the 4th grade students as a target. The program consisted of 7 activities, which are "Beginning the soil seed banks observation", "Comparing plant community in each soil seed bank", "My friends, sprout", "How do you come here?", "Finding the hided plants in my school garden", "Why did the soil seed banks change?", and "Inquiring about relationship between plants and their environments". These activities include the process of student's participation of sampling and setting soil seed banks around their school, and observing and identifying the seedlings. Through these activities, students can understand the concept of soil seed banks, develop their ecological knowledge, eco-centric attitude, and ecological sensibility and inquire about the relationship between vegetation from soil seed banks and their environments.

• 한국조경학회지
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• 제22권4호
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• pp.133-148
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• 1995

This study was carried out to provide behavioral data for its planning and management of civic garden through the evaluation of user's motivation & satisfaction. The civic gardens around Seoul were surveyed. The site are located in Kwangtan-myeon, Sudong-myeon, Wonsam-myeon, Nam-myeon, Buknae-myeon, and Jumdong-myeon, A total of 244 questionnaires were completed by mail questionnaires. The results are as follows: 1. 82 percentage of users are in thirties or fourties most of them have children who go to the elementary school. 50 percentage of users are just typical house wifes. 74 percentage of users graduated form university. 60 percentage of users live in lofty apartment buildings. 2. As a result from factor analysis, their motivations are categorized into four fator groups.: 'to experience nature', 'weekend recreation', 'nostalgia', 'to provide their old parent's sparetime'. And their satisfactions are categorized into eleven fator groups.: 'psychological/intellectual component', 'recreational components', 'instruction/management', 'facility'. 'vegetable cultivation', 'social contact', 'crowing', 'aesthetic component', 'family contact', 'the terms of lease', 'visition time'. 3. The user of civic garden can be divided into four user groups by their motivation. CLUSTER1 can represent the user group who have motivations for 'leisure, relaxation'. They are considerably satisfied with all other factor 'opportunity of meeting new person'. CLUSTER2 at the age of 41 to 50 have motivation for 'health, nostalgia'. CLUSTER3 at the age of 31 to 40 have motivation for 'harvest, experiencing nature'. CLUSTER4 at the age of more than 51 want to let their parents enjoy their sparetime. They are dissatisfied with accessibility, amount of cultivation area, crowding and overall farm management. 4. The regression analysis was employed with predicting the overall satisfaction. The results of regression analysis showed that 69% of total variances was explained by six variables: The most effective variable is 'whether visiting on weekend or weekdays', the visitors on weekdays are far more satisfied than weekend visitors because of traffic congestion, and crowding. The second source of satisfactions are 'psychological/intellectual components', they are satisfied with 'family contact', 'the terms of lease' and 'instruction in farming' are sources of satisfaction or dissatisfaction, and finally 'aesthetic landscape' is the source of satisfaction. The second most important variable is psychological one. Even though the civic gardens were not well equipped, they liked the atmosphere of rural life, refreshness, nostalgia, satisfaction from cultivation plants, and sense of achievement.

• 인간식물환경학회지
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• 제21권6호
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• pp.501-514
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• 2018

This study aimed to develop a program that can be linked to gardening education activities in elementary students' curriculums and creative experience learning courses, and to apply the developed program to 6th graders in an elementary school located in Seoul. Research was conducted in a large category called biophilia, which named the instinct of human nature and nature throughout the research. The curriculum revised in 2015 was selected for the purpose of the garden education program based on the objectives and contents of the unit, and for the purpose of the class. In the process of developing and implementing the program, experience properties and elements were divided into direct and indirect experience of nature, including shapes and forms found in nature, air, water, plants, weather, animals, and natural materials. The results showed that the biophilic horticultural education program was effective in promoting students' multi senses. In the case of the experimental group, all the multi-sensory areas showed statistically significant differences, especially in the area of environmental literacy, environmental effect and emotional balance including plant cultivation knowledge. There was a relatively smaller difference in the dietary effect area than other areas because of no directional dietary program was included in the developed program. As a result, first, it is expected that the data can be utilized on site as a program or place of activity for students in upper grades. Second, it will be necessary to develop a more diverse program using other biophilic elements that were not covered in this study in order to maximize the effects of biophilic education.

• 한국조경학회지
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• 제37권4호
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• pp.42-51
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• 2009

본 연구는 경상북도에 소재하는 초등학교의 학교숲 현황을 조사하고, 주 이용자인 학생들을 대상으로 만족도 설문을 실시하여 만족유형에 따른 학교숲 조성방향을 제시하였다. 연구 결과를 요약하면 학교숲의 만족도는 수목 많음 항목이 가장 높았고, 소음 감소 항목이 가장 낮게 나타났다. 15개의 항목별 만족도를 이용하여 요인분석을 실시한 결과 3개 요인이 추출되었으며 각각 환경적 기능, 교육 휴게 기능, 생태적 기능으로 명명하였다. 다음으로 요인 점수를 이용하여 학생들을 4개의 군집으로 유형화하였다. 그 결과, 군집 I은 환경적 기능, 군집 III은 교육 휴게 기능, 군집 IV는 생태적 기능의 만족도가 높은 것으로 분석되었으며, 군집 II는 3개의 기능에 대한 만족도가 모두 낮은 것으로 나타났다. 학생들의 만족유형에 따라 학교별 특성을 살펴본 결과, 군집 II에 속하는 학생들이 적고, 타군집의 분포가 비슷한 학교일수록 전체 만족도가 높은 것으로 분석되었다. 이러한 학교의 경우 운동장의 많은 부분을 식재공간으로 활용하여 학교숲 면적 및 비율이 타학교에 비해 크게 나타났으며, 체험 및 교육 프로그램을 통해 학생들의 참여를 유도하고 있는 것으로 분석되었다. 따라서, 학교숲을 조성할 경우 학교숲의 양적인 증가와 더불어 다양한 체험 및 교육 프로그램 등을 도입하여 환경적, 교육 휴게 및 생태적 기능 등 학생들의 만족요인을 고려해야 하며, 기존 화단에 수목을 추가하는 방식보다는 학교숲을 이용할 수 있는 공원형 방식으로 조성해야 할 것으로 판단된다.

• 한국식품영양과학회지
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• 제11권1호
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• pp.31-36
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• 1982

Alcohol 농도별(濃度別)로 추출(抽出)된 원료삼(原料蔘)(수삼(水蔘),건삼(乾蔘), 미삼(尾蔘)) 엑기스에 대하여 이화학적(理化學的) 특성(特性), 당질(糖質) 및 총질소(總窒素) 함량(含量)을 분석비교(分析比較)한 결과(結果)를 요약(要約)하면 다음과 같다. 1. 인삼(人蔘)엑기스는 약간의 점성(粘性)을 가진 끈끈한 차갈색(茶褐色)으로 투광도(透光度)는 인삼(水蔘)이 35.9%, 건삼(乾蔘)이 29.2%, 미삼(尾蔘)이 28.9%이며, 이들은 산성(酸性)(pH 4.8-6.2)을 띄는 액상(液相)이었다. 2. 총당(總糖), 자당(蔗糖), 전분(澱粉)은 알콜농도(濃度)가 증가(增加)함에 따라 감소(減少)하는 경향(傾向)이었으며, 원료삼별(原料蔘別)로는 총당함량(總糖含量)이 건삼(乾蔘), 미삼(尾蔘), 수삼(水蔘)의 순(順)이고, 자당함량(蔗糖含量)은 수삼(水蔘), 건삼(乾蔘), 미삼(尾蔘)의 순(順)이며, starch함량(含量)은 미삼(尾蔘), 건삼(乾蔘), 수삼(水蔘)의 순(順)으로 많았다. 3. 원원당(遠元糖) 함량(含量)은 수삼(水蔘) 4.9-7.8%, 건삼(乾蔘) 8.6-12.8%, 미삼(尾蔘) 7.6-9.1%의 분포이고, 알콜농도가 증가(增加)함에 따라 수삼(水蔘), 미삼(尾蔘)은 감소(減少)하나 건삼(乾蔘)에서는 증가(增加)하는 경향(傾向)이었으며 건삼(乾蔘), 미삼(尾蔘), 수삼(水蔘)의 순(順)으로 높은 함량(含量)을 보였다. 4. 총질소(總窒素) 함량(含量)은 수삼(水蔘), 건삼(乾蔘), 미삼(尾蔘)등에서 2.3$\sim$4.6% 내외로서 알콜함량(含量)이 증가(增加)함에 따라 수삼(水蔘)과 건삼(乾蔘)은 증가(增加)하였으나 건삼(尾蔘)은 감소(減少)하는 경향(傾向)이었고, 원삼별로(原料蔘別)로는 건삼(乾蔘), 수삼(水蔘), 미삼(尾蔘)의 순(順)으로 많은 함량(含量)을 보였다.ast and present culture of the area. Colored tiles and plant boxes attached to benches are introduced. The Dangsan park is a sacred space where modem people can feel the sacredness of nature arid of being in a refuge. Dangjib, Dangnamu, multi-purpose plaza, athletic facilities, and playground for infants are introduced. The Nature Street is a space for feeling and teaming nature which has disappeared from the area leading to the river and a space for community participation. The elementary school walls were demolished and nature education spaces, such as butterfly and dragonfly garden, ecological pond, wildflower garden, etc., which are related to school education, are introduced. The Ferry Space is a space symbolizing a old ferry crossing and an entrance plaza to a bridge for "Sunyu-do\" . A boat-shaped deck, an elevator for handicap people, and parking space are introduced. In conclusion, sustainable management

• 자원환경지질
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• 제24권3호
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• pp.245-260
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• 1991

Surficial dispersion patterns of heavy metals and toxic elements (U, Mo, Cu, Zn, Fe, Mn, Co, Cr, V, Ni, Pb, and Cd) were investigated in the Dukpyungri, Goesan area covered with low grade uranium-bearing black shales. Maximum abundance of U in the black shale was 455ppm. Radioactivity was counted at a maximum of 7cps in black shales, and was less than 0.5cps in shales, slates, and oil shales of the control areas. Enrichment of Mo, V, Cu, Zn, Cd, and Pb in black shales is particularly characteristic compared with shales, slates, and oil shales of the control areas, whereas contents of Mn, Cr, Co, and Th in all rock samples tend to be almost similar. Residual top soils (0~15cm depth) over black shales show high contents of Mo, Cu, Zn, Ni, Cd, and V in comparison with the control areas. Contents of trace elements in subsoils (15~30cm depth) were higher about one and half times than those in topsoils. Average contents of Mo, Cu, Pb, Zn, Cd and V in garden soil and playground soil of an elementary school in Dukpyungri, Goesan area, were high about two to fifteen times compared with the control areas. Contents of trace elements in stream sediments were higher from two to eight times than those in residual soils. Sodium, AI, K, V, Cr, and Fe were more enriched in the roots of pine than in the twigs of pine. Contents of Li, AI, V, Ni, Cd, Fe, and Co were higher in the roots of azalea than in the twigs of azalea. Enrichment of P, Ca, and Mg was remarkable in the twigs of both pine and azalea. Biological absorption coefficients for essential elements (Zn, P, Mn, Ca and K)tend to be high, whereas those for the non-essential elements.(Ba, Ti, V, and Mo) and toxic elements(Cr, Co, Pb and Ni) be low. Less mobile elements (Pd, Cd, and Co) tend to show anomalies with higher contrast than more mobile elements(Mo, V, Zn, Cu and Ni) in the area covered with black shales.

• 대한지역사회영양학회지
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• 제28권6호
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• pp.509-522
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• 2023

Objectives: This study is intended to develop a curriculum for kindergarten food and nutrition education aimed at preschool children, reflecting government policy and meeting the demands of preschool settings. Methods: Existing educational materials were analyzed, and key elements of the 2019 Revised Nuri Curriculum ("Nuri Curriculum") and Guidelines for Nutrition and Food Education in Kindergartens, Elementary, Middle, and High Schools ("Guidelines") were examined as foundational information for developing the curriculum for food and nutrition education. Results: Basing ourselves on the five domains of the Nuri Curriculum, "Physical Activity and Health," "Communication," "Social Relationships," "Art Experience," and "Natural Science Inquiry," we integrated three areas from the Guidelines, namely "Dietary Habits and Health," "Dietary Habits and Safety," and "Dietary Habits and Culture," to structure the curriculum for kindergarten food and nutrition education. Three specific domains, "Nutrition and Health," "Food and Culture," and "Safe Dietary Practices," were tailored for preschool children, each comprising core concepts, content elements, and educational materials. In the "Nutrition and Health" domain, core concepts such as "nutrition" were addressed through content elements such as "balanced eating" and "vegetables and fruit," while "health" included elements such as "eating regularly" and "nutrients for disease prevention," each with two educational content components. The "Food and Culture" domain focused on "food" with content on "local foods (vegetable-garden experience)" and "food culture" with content on "our dining table (rice and side dishes)," "our agricultural products," "global cuisine (multiculture)," and "considerate dietary practices," each with four educational content components. The "Safe Dietary Practices" domain included core concepts such as "hygiene" with content on "hand-washing habits" and "food poisoning management," and "safety" with content on "food labeling." Conclusions: The systematized curriculum for kindergarten food and nutrition education aligns with the Nuri Curriculum and is interconnected with the Guidelines. This curriculum can be used as foundational material for developing educational resources tailored to the characteristics of preschoolers, contributing to effective implementation in early childhood education.