• Journal of the Korean Society of Earth Science Education
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• v.9 no.1
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• pp.39-53
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• 2016

The purpose of this study was to investigate the way applying a school garden for the creative experience activity on the school learning program. For this study, the 27s elementary students who were the 5th and 6th grades participated in this program. And the 10units lessons programs what were consisted with the inquiry, debating, and cooperating activities were developed, and applying to classroom and school garden. The key concepts of developing program were 'rocks which were in the school garden'. he results are follows, for the creative experience activity on the school teaching/learning program, the school garden has useful value as teaching/learning field. The teaching/learning activity applying the school garden makes an offer the awareness to students that the knowledges learned in school were actually relative with their life. Also, the students are affirmatively participate to learning, debate, and cooperate activities because the school garden is very familiar environment to them. Lastly, the students are interesting in learning classes because they think that the school garden environments will reform actually to new shape of their ideas. After this learning were finishing, most of students indicated their intention with satisfaction. Some of them suggested applying the additional program using the school garden. Consequently, the school garden has the very useful value for applying program of the teaching/learning in elementary school education.

• The Korean Journal of Community Living Science
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• v.28 no.4
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• pp.613-623
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• 2017

This study was conducted to investigate the set up and running status of school gardening at elementary schools in Jeollabuk-do. Among 416 elementary schools in Jeollabuk-do, 164 schools (39.4%) had school gardens. Ninety-seven schools in cities and 67 in counties had school gardens. The total area and school garden size at schools in Jeollabuk-do were $45,490m^2$ and $277m^2$ per school, respectively, as well as $1.6m^2$ per students. School gardens varied in type, and percentages of outdoor and off-campus gardens were 67.2% and 17.2%, respectively. There were differences in the set up, type of garden, annual operating budget, and participants in school garden programs according to the location (city or county) of the school The installation and automation of facilities in the garden (such as greenhouse, tool shed, resource recycling facility, etc.) were poor. Most schools grew various kinds of plants, including vegetables, crops, ornamentals, and fruits. Teachers most often operated school gardens and taught students. Teachers had difficulty managing school gardens due to absence of knowledge about sustaining gardens. Most respondents reported the need for a school garden training program. Sixty-one percent of schools reported that the garden was used for academic instruction, especially during class. The majority of respondents agreed that school gardens have a positive effect and wanted to increase classes related to school gardens. Accordingly, in order to sustain school gardens and maximize their effects, systematic and customized support is needed that considers the characteristics and circumstances of the school. The facilities and features of the garden should be improved, and the school garden training program for teachers should attempt to reduce the effort required to manage the garden and increase utilization efficiency. In addition, participation of garden coordinators, parents, and community volunteers in managing gardens and implementing garden lessons is required.

• Journal of the Korean Dietetic Association
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• v.23 no.4
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• pp.384-396
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• 2017

School gardens are known to be effective for increasing vegetable consumption in children. This study was carried out to examine the perception of garden program leaders for actual conditions and barriers to promote school gardens according to their sense of dedication. The 49 garden program leaders at schools and child care centers in Pocheon city were surveyed and grouped into two groups: dedicated (57.1%) and less dedicated (42.9%) as program leaders. Compared to dedicated leaders, leaders in the less dedicated group less advocated promotion of school gardens (P<0.001) and were less willing to attend training for school garden (P<0.01), despite less experience as program leaders (P<0.01) and past training (P<0.05). Moreover, leaders in the less dedicated group less acknowledged the educational results of school garden in every aspect (P<0.001, respectively), less perceived support from parents and colleagues (P<0.05, respectively), and less used garden produce in more active activities such as donation and literature (P<0.05, respectively), compared to the dedicated group. The most answered barrier against the promotion of school gardens was work burden, followed by manpower shortage, shortage of technique, knowledge, and information, and time shortage. The results of this study provide evidence that developing strategies is needed to make more teachers and child care providers more dedicated as garden program leaders.

• International Journal of Advanced Culture Technology
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• v.8 no.4
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• pp.189-199
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• 2020

We aimed to understand various problems identified at waterscape facilities of gardens built at garden shows in Korea. The main purpose of the study is to understand which parts of waterscape facility built in gardens at garden shows are causing problems and whether these problems can be traced back from garden design phase or from local communities in charge of maintenance. Furthermore, we examined if such problems get more aggregated as time passes by and different garden shows have different types of problems. In this study, types of waterscape facilities examined are pond, waterway, wall fountain, water glass, trough, mist, Cascade, fountain, rain garden, waterfall. An analysis of the maintenance status of waterscape facilities introduced in the existing gardens confirmed that problems could arise in two main respects. One is due to poor maintenance by the organizers of the garden show, and the other is due to the poor design of waterscape facilities by the garden designer.

• Proceedings of the Korean Society of Veterinary Pathology Conference
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• 2001.09a
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• pp.27-27
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• 2001

Endocarditis associated with Escherichia coli was diagnosed in a 2-year-old male sea lion (Zalopus californianus). At necropsy, the heart had biventricular dilation with marked attenuation of the apex. Verrucous, grayish-red, vegetative lesions were present in both the aortic and left AV valves. Several discrete hyperemia-rimmed infarcts were noted in the kidneys. (omitted)

• Journal of the Korean Institute of Landscape Architecture
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• v.36 no.5
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• pp.94-107
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• 2008

This study examines the diversity of garden culture in the Joseon Dynasty focusing on genre painting. Genre painting gives us insight into the various ways of enjoying the garden. The intimate activities portrayed in the painting show us about the vivid scenes of Korean garden at that time. Among the various meanings of gardens, sensual pleasure is focused on here. The garden has always been a place of pleasure for seeing, smelling, touching, meeting people and erotic flirting. Here, the oriental aesthetic idea of Pungryu is adopted to reformulate pleasure based on the traditional way of thought. Most Korean gardens in the Joseon Dynasty were understood as the place for Pungryu. Sensuality in the Korean garden associated with a high level of spiritual pleasure. In order to look closely into garden activities, genre paintings were selected and analyzed. Several characteristics were elicited. First, the garden was understood as the medium of communication through reconciling man with nature. Mediating man with nature often calls for uplifting the sense of community within groups of people. Second, the garden was featured as the place of cultural creation. Many scholars utilized the garden as a place for poetic imagination. Therefore, the garden was the locus of intellectual discourse. Third, personal retreat was one of important functions in the Korean garden. the humble attitude toward landscape such as solitude and mediation might be understood as one way of enjoying the nature. Fourth, taste, power and social relations were embedded in garden culture. Therefore, the garden was regarded as a space of distinction. Garden making was understood as one of the high class leisure activity. It was quite natural that the garden was used as a place of showing up their taste and culture. Finally, we need to reinvigorate the rich meanings of garden in contemporary practices. In-depth analysis of garden culture through the lens of genre painting gives us quite useful information in Korean garden culture.

• Journal of Korean Society of Rural Planning
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• v.20 no.1
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• pp.63-76
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• 2014

The purpose of this study is to identify effect in how urban garden is run by different operators in Korea, and consequently how it determines the level of community formation among urban garden users. Based on this analysis, the study is intended to present some points as to how to better manage urban garden. The operators are divided into three types: public, public-private partnership and private. The study interviewed each operating entity and surveyed garden users to gauge the extent to which communities are developed. After the ANOVA analysis and Scheffe post-hoc analysis, it was found that the levels of community formation among users of public and public-private partnership urban gardens were similar (so can be grouped together), whereas that of private urban garden users was higher (separated as another group). However, this study found no meaningful differences in the level of community formation among all types of urban garden in a local community. Some key suggestions are made as a result. First, as for the public and public-private partnership types of urban garden, it is necessary to foster leaders to build a community. Next, it is worth noting the potential of public-private partnership in realizing community revival through urban garden. The last suggestion is that, generally, the urban garden has only little influence on community formation in a local area so far, thus more practical consideration needs to be given to enhance the role of urban garden in a local community.

• Journal of Korean Society of Rural Planning
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• v.20 no.2
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• pp.71-80
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• 2014

This study intended for Cheongryongsan Community Garden in Gwanak-gu, one of the demonstration places for 'Community Garden' Project recently implemented by the Seoul Government. This study had two major purposes: investigating the current status of the management and usage and identifying its characteristics; investigating users' awareness to consider the construction and operation directions of sustainable community gardens. This study was conducted based on several surveys such as an investigation into the spatial configuration and the management system of parks through a field study, a use survey through a questionnaire survey for vegetable garden users and an awareness survey about the construction direction of gardens direction preferred by users through the analytical hierarchy process (AHP). As a result of a questionnaire survey for vegetable garden users, the usage status was summarized as follows: Considering the common trends in the 2012 and the 2013 user survey, women used Cheongryongsan Vegetable Garden more than men. Over fifties used it most of all users. Users were mostly neighborhood residents. They used to visit there three to five times a week and stayed for about 30 minutes to one hour. Users differently responded to the question related to the order of priority for the use of the garden in the 2012 and the 2013 survey. They had increasingly used it for individuals' production activities more than social exchanges. As a result of making an AHP analysis for general park users, vegetable garden users there were clear differences in the targets which each subject put emphasis on in relation to the construction and operation of vegetable gardens. General park users recognized a vegetable garden as a park where park functions and the functions of the vegetable garden coexisted. On the other hand, vegetable garden users viewed it as a space where they attached importance to the functions of the vegetable garden like an allotment. Last, this study contemplated subjects related to the construction and operation of vegetable gardens which had to be considered in the future. Vegetable gardens tended to be biased as personal hobby places. It was viewed that the main reason was insufficient support activities for vegetable garden education and exchange programs originally planned when vegetable gardens had been constructed. Vegetable garden users recognized vegetable gardens as places for individuals' farming activities like allotments. For the desirable operation of vegetable gardens, it would be necessary to give priority to the park management before the production activities in individuals' vegetable gardens. The important role of the government would be to build the base through the provision of education and opportunities so that a local resident organization could actively participate in the management of a vegetable garden after a vegetable garden was constructed. It would be necessary to make a use survey and an awareness survey for users conducted in this study on a regular basis because the surveys could be important basic data in the decision-making process for the sustainable operations of the vegetable garden.

• Journal of the Korean Institute of Landscape Architecture
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• v.51 no.2
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• pp.81-93
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• 2023

The purpose of this study is to clarify the background of the plans and the spatial characteristics of the garden at the Anglo-Korean School, an educational institution established in Gaeseong in 1906 by Yun Chi-ho and the American Methodist Church. The time scope of the study is from 1906, when the school was opened, to the early 1920s, when the basic building structure of the school was completed. The spatial scope is the school complex, located in Gaeseong, and its affiliated facilities. The contents of the study include the planning background and purpose, spatial layout, and plants used in the school garden. This study reviewed Yun Ch'i-ho's papers and Warren A. Candler's papers at Emory University, documents, photos, and maps produced in the early 20th century. The results show that the school garden was first mentioned at the school's opening and that with a strong will, Yun Chi-ho insisted on establishing a school garden. The garden was located around the engineering department building and was divided into several sections and lots. Economic plants, such as fruit trees, comprised the garden and were sourced from the Methodist Church of the South, USA. This study reveals that the garden at the Anglo-Korean School functioned as a training ground for agriculture and horticulture education and was differentiated from Seowon, a traditional Korean academy that symbolically spaced Neo-Confucianism and that emphasized the views of the surrounding nature during the Joseon Dynasty.

• Journal of Korean Elementary Science Education
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• v.21 no.2
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• pp.263-288
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• 2002

'Science Garden' is a science program that develops acquirements of science & technology at an early stage through experiential study and inspire the spirit of scientific inquiry by carrying out laboratory work, science movie, science lecture, scientific work, outdoor activities, computer classes and science experiment which is hard to do through the regular educational course. It is targeted grade 4,5,6 students during summer and winter vacation. 'Science Garden' is conducted by selective participation freely. It is a wholelistic activity that develops children's potential talents or creativities, improves interest and attitude toward science, and also gives opportunity for self-realization by extending capacity for inquiry to show each student's ability. This study is observed and is compared how it is conducted in elementary school using qualitative study. This study is used narrative observation, in-depth interview and document analysis. Objects of narrative observation are two elementary schools, each from Jellabukdo and Gyeonggido, and 7 teachers were interviewed in-depthly. Here are results of the study. 1 A teacher in school G never takes part in student activities, tends to be indifferent to classes, but focuses on observation and experiment in laboratory. And feedback or evaluation about student's activity is never done. On the other hand, a teacher in school S guides students to understand the principals of science on themselves, and wide variety forms of activities such as role playing, discussion, and games are being done. But an effort to evaluate student's activity is not being made properly. 2. Teachers set a high valuation on the need of 'Science Garden'. Observing the way of conducting 'Science Garden', usually teachers who is in charge of science for official work is selected as a teacher in charge, and groan under a heavy burden of conducting it without anyone's help. Participating students are selected by volunteering or teacher's recommendation, but because of low Participation rate, teachers have difficulty in conducting it. Plan for conducting ‘science Garden’ is made 20 days before it, after getting an official document from Office of Education, refering to booklets produced by National Jungang Science Institute, or data from Office of Education, and internet. Teachers evaluate rarely Most school principals have interest in 'Science Garden' but parents are not well aware of it, The budget is made at the same time with the plan, and scale is varied between 200,000∼500,000 won. Because of the improper way of selecting teacher in charge, difficulty in selecting students, heavy works caused by planning, conducting the program, as well as reporting teacher's work, and lack of parents' awareness, 'Science Garden' has been conducted formally and superficially. Next gives you direction to change, for the right way of conducting' Science Garden'. It is important to motivate competent teachers to instruct students actively. For students' active participation, They should publicize thoroughly beforehand, and develope 'Science Garden' program for teachers to be able to make better use of it. Evaluation of student activities and program should be done in the aspect of developing students’ faculties. Beside of school facilities, they need to put diverse local facilities and places to practical use for immediate natural experience. And not only separate schools but also associated form of schools to conduct it is necessary.