최소 단어 이상 선택하여야 합니다.
최대 10 단어까지만 선택 가능합니다.
다음과 같은 기능을 한번의 로그인으로 사용 할 수 있습니다.
NTIS 바로가기융합정보논문지 = Journal of Convergence for Information Technology, v.9 no.6, 2019년, pp.112 - 120
김성애 (운암중학교)
The purpose of this study is to explore educational methods for elementary, middle and high schools using school forests via IT convergence. To this aim, we reviewed the previous literature on education using school forests to identify the problems with the existing education using school forests, a...
* AI 자동 식별 결과로 적합하지 않은 문장이 있을 수 있으니, 이용에 유의하시기 바랍니다.
핵심어 | 질문 | 논문에서 추출한 답변 |
---|---|---|
도시 숲이 미세먼지를 낮추는 효과 외의 긍정적인 영향은 무엇인가? | 왜냐하면 도시 숲이 미세먼지를 낮추는데 탁월한 효과를 보이고 있기 때문이다[2]. 뿐 만 아니라 정신 건강에도 긍정적인 영향을 미치면서 미세먼지를 비롯한 각종 오염에 대한 신체적 저항성까지 증대시키고 있다[3]. 이러한 가운데 산림청은 도시 숲의 일환으로 학교 공간에 숲을 조성함으로써 녹지 면적을 확충하는 것과 동시에 청소년의 자연 체험의 기회 및 정서 함양에 도움을 주고자 ‘학교 숲 운동’을 진행하고 있다[4]. | |
학교 숲이란 무엇인가? | 학교 숲은 학교 옥외 공간으로서 국민의 30%이상을 차지하는 학생과 교직원이 일상생활을 절반이상 보내는 생활공간이다[5]. 따라서 학교 숲은 학교 구성원들이 멀리 가지 않고도 언제든지 숲과 상호작용 할 수 있도록 도와줄 수 있는 생활공간이 되는 것이다. | |
학교 숲은 어떠한 가치를 가지는가? | 뿐 만 아니라 학부모를 비롯한지역 주민들에게 개방된 공간이라는 특징도 가지고 있다. 즉, 학교 숲은 환경적, 사회적 가치와 함께 교육적 가치를 가진다고 할 수 있다[4]. |
WHO. (2016. 09. 27). WHO releases country estimates on air pollution exposure and health impact, World Health Organization. https://www.who.int/en/news-room/detail/27-09-2016-who-releases-country-estimateson-air-pollution-exposure-and-health-impact
S. Fan, X. Li, J. Han, Y. Cao & L. Dong. (2017). Field assessment of the impacts of landscape structure on different-sized airborne particles in residential areas of Beijing, China. Atmospheric Environment, 166, 192-203.
The Korea Forest Service. (2018). A Study on the Establishment of Green Infrastructure for the Reduction of Fine Dust and the Decent City. Daejeon : The Korea Forest Service.
The Korea Forest Service. (2019). Teacher's forest classroom : A Study on the Meaning and Principles of the Development of School Forests. http://www.forest.go.kr/newkfsweb/html/HtmlPage.do?pg/foreston/fon_culture/UI_KFS_1001_050220_d2.html&orgIdfon&mnKFS_01_13_03_06_02 [Viewed 20. March. 2019]
Y. S. Hue, S. K. Lee, Y .K. Sim, I. H. Kim, K. S. Han, S. Yoon, C. G. Ohoi, & Y. S. Jung. (2014). A Study on the Composition Principles and the Classification of School Forest Movement: Based on the Performance in 15 Years and Value of School Forest. Journal of environment education, 27(2), 174-186.
I. H. Kim, S. J. Choi & S. H. Lee. (2000).A Study on the Activation Strategy and State of School Forest Movement. Journal of environment education, 13(1), 111-121.
Forest of Life. (2018, May). 2017 School Forest Dream School Utilization Education Progress Report. https://schoolforest.or.kr/215
S. K. Jang & S. K. Lee. (2018). An Analysis of the Effect of Mixed-use Science Program on the Key Competencies of Elementary School Students : Focused on School Forest Utilization Classes. Proceeding of Academic Conference of the Korean Association of Elementary and Secondary School. (pp. 74).
I. H. Kim. (2007). Improvement plans of school forest for eco-school -focused on the school forest project led by the government-. Journal of KIEF, 14(1), 121-129.
H. I. Lee. (2008), Effects of school forest on elementary students' environmental awareness, pro-environmental attitudes and behaviors. Master Dissertation, Seoul National University of Education, Seoul.
S. H. Lee. (1997), Green space expansion for green network in seoul, Seoul: Seoul Development Institute.
K. L. Park, & K. L. Sim. (2010). Effects of Educational Programs Utilizing Forests on Maladjusted Behavior of Mentally Retarded Students. Journal of the Korean Institute of Landscape Architecture, 38(5), 64-79.
S. Y. Hwang & S. H. Ryu. (2004). Effects of Activity-Oriented Environmental Education Program on Improvement of Elementary School Students' Environmental Consciousness. Journal of Korean practical arts education), 17(3), 169-180.
J. H. Song & H. C. Lee. (2018). The Effect of School Forest Experience Program on Elementary School Students' Scientific Exploration and Attitude to Science, Journal of the Korean Society of Geoscience and Education, 11(3), 182-192.
S. A. Kim, D. Joung, G. Kim & B. J. Park. (2015). The Effect of Forest Activities on Attitude Toward Forest and Mental Health of Elementary School Students, Journal of Korean Forest Recreation, 19(4), 35-43.
S. M. KIm, J. H. Lee &.Y. O. Jeong. (2011). A Study on the Influence of Experience Activity Using School Forest on the Elementary School Students' Environment Sensitivity and Environment-friendly Attitude. Journal of Korean practical arts education, 24(2), 105-124.
Y. S. Lincoln. & E. E. Guba. (1986). Research, evaluation, and policy analysis: Heuristics for disciplined inquiry. Review of Policy Research, 5(3), 1-42.
M. S. Lee & J. Y. Jang. (2016). Program Develope and Class Design for Convergence ICT and Character Education. Journal of Digital Convergence, 14(9), 1738-1916.
Ministry of Education. (2015). Introduction of the 2015 Revised Curriculum. Notice No. 2015-74 of the Ministry of Education.
Y. K. Han, S. S. Chung, S. K. Kim & J. Y. Chung. (2012). An Analysis of Teachers and Students' Recognition on the Students' Autonomy Activities. Secondary Education Research, 60(4), 1229-1254.
H. J. Lee, S. C. Oh & S. J. Hong. (2006). Methods for supporting and activating class consulting. The second class consulting workshop data book, Gyeongin University of Education's Industrial-Academic Cooperation Group, 33-61.
*원문 PDF 파일 및 링크정보가 존재하지 않을 경우 KISTI DDS 시스템에서 제공하는 원문복사서비스를 사용할 수 있습니다.
Free Access. 출판사/학술단체 등이 허락한 무료 공개 사이트를 통해 자유로운 이용이 가능한 논문
※ AI-Helper는 부적절한 답변을 할 수 있습니다.