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This research is intended to find out impacts of horticultural education programs in schools which are provided to multicultural family children living in Korea on their self-identity and sense of community. Educational programs and related teaching models and types used in the research are perfor...

This research is intended to find out impacts of horticultural education programs in schools which are provided to multicultural family children living in Korea on their self-identity and sense of community. Educational programs and related teaching models and types used in the research are performed in curriculums such as optional activities and extracurricular activities. In particular, in order not only to improve understanding of multicultural family children with low cognitive level but also to make lessons more systematic, teaching models were used by children’s learning level. Each horticultural program which was composed of project teaching method, cooperative teaching method, functional teaching method, creative problem-solving method and problem-solving method were conducted for children for two hours every week from March 2011 to October 2011. According to the research results, there was significant difference in self-identity and sense of community. That is, structure of horticultural education programs and horticultural activities are very effective and helpful to multicultural family children.

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