본 연구에서는 원예활동을 통해 초등학생의 학년별 식물친숙도 및 자아존중감 향상에 미치는 효과를 알아보고자 프로그램 사전·사후에 실시한 식물친숙도 검사지와 자아존중감 검사지를 분석하여 원예활동 프로그램의 효과를 검증하는 것을 목적으로 하였다. 또한, 프로그램 사후에 원예프로그램 선호도 조사를 통해 학년별 선호 프로그램을 알아보고자 하였다. 인천광역시 강화군에 소재한 H초등학교 전교생 57명을 대상으로 학기별 10회기씩, 총 20회기로 주 1회의 ...
본 연구에서는 원예활동을 통해 초등학생의 학년별 식물친숙도 및 자아존중감 향상에 미치는 효과를 알아보고자 프로그램 사전·사후에 실시한 식물친숙도 검사지와 자아존중감 검사지를 분석하여 원예활동 프로그램의 효과를 검증하는 것을 목적으로 하였다. 또한, 프로그램 사후에 원예프로그램 선호도 조사를 통해 학년별 선호 프로그램을 알아보고자 하였다. 인천광역시 강화군에 소재한 H초등학교 전교생 57명을 대상으로 학기별 10회기씩, 총 20회기로 주 1회의 원예활동 프로그램을 진행하였다. 세 그룹으로 이뤄진 학년간의 차이는 P<0.05 수준에서 유의한 차이를 나타내지 않았다. 하지만 학년별 식물친숙도와 자아존중감의 검사지 분석결과, 전 학년 모두 P<0.01 수준에서 통계적으로 유의하게 증가하였다. 1학기에 식물친숙도 검사에서는 5·6학년이 평균점수 증가가 가장 높았다. 2학기의 결과는 평균점수가 5·6학년이 높았지만, 3·4학년의 평균점수 증가가 5·6학년보다 높았다. 이는 평소에 식물에 대한 인식이 높았던 고학년에게서 나타난 결과였고, 2학기에는 3·4학년이 고학년에 가까워지면서 학습수준이 높아지고, 원예활동을 꾸준히 하면서 식물에 대한 관심도가 급증한 결과라고 본다. 따라서 원예활동 프로그램을 통한 식물친숙도의 정도는 고학년에게 가장 큰 효과가 나타난다는 것을 알 수 있었다. 자아존중감 검사에서는 1학기의 평균점수 증가는 1·2학년이 가장 크게 차이를 보였고, 2학기에는 5·6학년의 평균점수 증가가 높게 나타났다. 하지만 하위영역의 증가율을 분석해보니, 대체적으로 1·2학년의 증가율이 높았다. 이를 통해 원예활동은 정서의 범위가 확장되는 저학년 아동에게 이루어지는 것이 자아존중감 향상에 효과적이라는 것을 알 수 있었다. 식물친숙도와 자아존중감의 평균점수 증가율은 1학기보다 2학기에 높은 증가율이 나타났는데, 이것은 원예활동을 지속할수록 초등학생들에게 긍정적인 영향을 미친다는 것을 알 수 있었다. 또한, 원예활동 프로그램 사후에 진행된 선호도 조사에서는 저학년일수록 단순한 활동의 프로그램을 선호하였고, 고학년일수록 공예활동과 접해있는 복잡한 과정의 프로그램에 선호도가 높았다. 결론적으로 원예활동 프로그램이 아동의 식물친숙도와 긍정적인 자아존중감 발달에 효과적이었다. 따라서 원예활동의 효과를 극대화하기 위한 방법으로 학년별 수준에 알맞은 창의적인 원예프로그램 개발과 체계화가 요구된다.
본 연구에서는 원예활동을 통해 초등학생의 학년별 식물친숙도 및 자아존중감 향상에 미치는 효과를 알아보고자 프로그램 사전·사후에 실시한 식물친숙도 검사지와 자아존중감 검사지를 분석하여 원예활동 프로그램의 효과를 검증하는 것을 목적으로 하였다. 또한, 프로그램 사후에 원예프로그램 선호도 조사를 통해 학년별 선호 프로그램을 알아보고자 하였다. 인천광역시 강화군에 소재한 H초등학교 전교생 57명을 대상으로 학기별 10회기씩, 총 20회기로 주 1회의 원예활동 프로그램을 진행하였다. 세 그룹으로 이뤄진 학년간의 차이는 P<0.05 수준에서 유의한 차이를 나타내지 않았다. 하지만 학년별 식물친숙도와 자아존중감의 검사지 분석결과, 전 학년 모두 P<0.01 수준에서 통계적으로 유의하게 증가하였다. 1학기에 식물친숙도 검사에서는 5·6학년이 평균점수 증가가 가장 높았다. 2학기의 결과는 평균점수가 5·6학년이 높았지만, 3·4학년의 평균점수 증가가 5·6학년보다 높았다. 이는 평소에 식물에 대한 인식이 높았던 고학년에게서 나타난 결과였고, 2학기에는 3·4학년이 고학년에 가까워지면서 학습수준이 높아지고, 원예활동을 꾸준히 하면서 식물에 대한 관심도가 급증한 결과라고 본다. 따라서 원예활동 프로그램을 통한 식물친숙도의 정도는 고학년에게 가장 큰 효과가 나타난다는 것을 알 수 있었다. 자아존중감 검사에서는 1학기의 평균점수 증가는 1·2학년이 가장 크게 차이를 보였고, 2학기에는 5·6학년의 평균점수 증가가 높게 나타났다. 하지만 하위영역의 증가율을 분석해보니, 대체적으로 1·2학년의 증가율이 높았다. 이를 통해 원예활동은 정서의 범위가 확장되는 저학년 아동에게 이루어지는 것이 자아존중감 향상에 효과적이라는 것을 알 수 있었다. 식물친숙도와 자아존중감의 평균점수 증가율은 1학기보다 2학기에 높은 증가율이 나타났는데, 이것은 원예활동을 지속할수록 초등학생들에게 긍정적인 영향을 미친다는 것을 알 수 있었다. 또한, 원예활동 프로그램 사후에 진행된 선호도 조사에서는 저학년일수록 단순한 활동의 프로그램을 선호하였고, 고학년일수록 공예활동과 접해있는 복잡한 과정의 프로그램에 선호도가 높았다. 결론적으로 원예활동 프로그램이 아동의 식물친숙도와 긍정적인 자아존중감 발달에 효과적이었다. 따라서 원예활동의 효과를 극대화하기 위한 방법으로 학년별 수준에 알맞은 창의적인 원예프로그램 개발과 체계화가 요구된다.
The objective of this study is to validate an effect of horticultural activity program by analyzing test sheet of plant familiarity and self-esteem being performed before, after the program in order to explore an effect of horticultural activity of elementary school students by each grade on plant f...
The objective of this study is to validate an effect of horticultural activity program by analyzing test sheet of plant familiarity and self-esteem being performed before, after the program in order to explore an effect of horticultural activity of elementary school students by each grade on plant familiarity and enhancement of self-esteem. In addition, through survey of horticultural activity program preference after the program, preferred program by each grade was intended to be explored. This program was performed by targeting total students of H elementary school located at Ganghwa-gun, Incheon Metropolitan City for total 20 times based on 10 times per term and 1 time a week. Difference by each grade being divided into three groups did not represent any significant difference on the level of P<0.05. However, as a result of analyzing test sheet of plant familiarity and self-esteem by each grade, in all the graders, it was significantly increased statistically on the level of P<0.01. In plant familiarity test in 1st term, increase of average score of 5th, 6th graders was the highest. In 2nd term, average score of 5th, 6th graders was high but increase of average score of 3rd, 4th graders was higher than that of 5th, 6th graders. This was a result being represented in high graders whose recognition for plant was high at ordinary times and it is considered to be a result that as 3rd, 4th graders are getting close to high grade in 2nd term, learning level was increased and concern over plant was rapidly increased while consistently engaged in horticultural activity. Therefore, it could be realized that in case of plant familiarity level through horticultural activity program, its effect was most significantly represented in high graders. In self-esteem test, 1st, 2nd graders showed the highest difference in average score increase in 1st term and in 2nd term, average score increase of 5th, 6th graders was represented to be high. However, when analyzing increase rate of subordinate area, increase rate of 1st, 2nd graders was generally represented to be high. Through this, it could be realized that performing horticultural activity in low grade when range of emotion is expanded would be effective for enhancing self-esteem. Average score increase rate of plant familiarity and self-esteem was shown to be high in 2nd term than 1st term and from this result, it could be realized that the more horticultural activity persists, it exerts more positive effect on elementary school students. In addition, in preference survey being performed after horticultural activity program, the more grade was low, program of simple activity was preferred and the more grade was high, preference for program of complicated process being interfaced with handicraft activity was high. In conclusion, horticultural activity program was effective for development of plant familiarity and self-esteem of children. Therefore, as a method of maximizing an effect of horticultural activity, development of creative horticultural program matching with level of each grade and its systemization are required. Keywords : Horticultural activity, Elementary school students, Grade, Plant-familiarity, Self-esteem
The objective of this study is to validate an effect of horticultural activity program by analyzing test sheet of plant familiarity and self-esteem being performed before, after the program in order to explore an effect of horticultural activity of elementary school students by each grade on plant familiarity and enhancement of self-esteem. In addition, through survey of horticultural activity program preference after the program, preferred program by each grade was intended to be explored. This program was performed by targeting total students of H elementary school located at Ganghwa-gun, Incheon Metropolitan City for total 20 times based on 10 times per term and 1 time a week. Difference by each grade being divided into three groups did not represent any significant difference on the level of P<0.05. However, as a result of analyzing test sheet of plant familiarity and self-esteem by each grade, in all the graders, it was significantly increased statistically on the level of P<0.01. In plant familiarity test in 1st term, increase of average score of 5th, 6th graders was the highest. In 2nd term, average score of 5th, 6th graders was high but increase of average score of 3rd, 4th graders was higher than that of 5th, 6th graders. This was a result being represented in high graders whose recognition for plant was high at ordinary times and it is considered to be a result that as 3rd, 4th graders are getting close to high grade in 2nd term, learning level was increased and concern over plant was rapidly increased while consistently engaged in horticultural activity. Therefore, it could be realized that in case of plant familiarity level through horticultural activity program, its effect was most significantly represented in high graders. In self-esteem test, 1st, 2nd graders showed the highest difference in average score increase in 1st term and in 2nd term, average score increase of 5th, 6th graders was represented to be high. However, when analyzing increase rate of subordinate area, increase rate of 1st, 2nd graders was generally represented to be high. Through this, it could be realized that performing horticultural activity in low grade when range of emotion is expanded would be effective for enhancing self-esteem. Average score increase rate of plant familiarity and self-esteem was shown to be high in 2nd term than 1st term and from this result, it could be realized that the more horticultural activity persists, it exerts more positive effect on elementary school students. In addition, in preference survey being performed after horticultural activity program, the more grade was low, program of simple activity was preferred and the more grade was high, preference for program of complicated process being interfaced with handicraft activity was high. In conclusion, horticultural activity program was effective for development of plant familiarity and self-esteem of children. Therefore, as a method of maximizing an effect of horticultural activity, development of creative horticultural program matching with level of each grade and its systemization are required. Keywords : Horticultural activity, Elementary school students, Grade, Plant-familiarity, Self-esteem
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