초록 ▼

Ⅳ. 연구개발결과
스쿨팜과 관련된 교과의 체험학습을 지원하기 위하여 실내에서 사용할 수 있는 교구 및 교재 5종을 개발하였다. 또한, 초등학교 내 체험학습용 스쿨팜의 유형을 공간과 목적에 따라 크게 두 가지로 분류하고 스쿨팜의 모델을 총 5가지로 개발하였다. 이를 실제 초등학교 현장에 적용할 수 있도록 각 학교의 유형별 및 목적별로 텃밭의 계획에서 조성, 식물재배, 수확, 관리와 원예통합프로그램을 정리하였다. 학교 현장에서 교사 또는 지도자들이 보다 효율적으로 활용할 수 있도록 매뉴얼을 발간하여 현장에 보급하였으며, 영농활용으

Ⅳ. 연구개발결과
스쿨팜과 관련된 교과의 체험학습을 지원하기 위하여 실내에서 사용할 수 있는 교구 및 교재 5종을 개발하였다. 또한, 초등학교 내 체험학습용 스쿨팜의 유형을 공간과 목적에 따라 크게 두 가지로 분류하고 스쿨팜의 모델을 총 5가지로 개발하였다. 이를 실제 초등학교 현장에 적용할 수 있도록 각 학교의 유형별 및 목적별로 텃밭의 계획에서 조성, 식물재배, 수확, 관리와 원예통합프로그램을 정리하였다. 학교 현장에서 교사 또는 지도자들이 보다 효율적으로 활용할 수 있도록 매뉴얼을 발간하여 현장에 보급하였으며, 영농활용으로 제출함으로써 전국적으로 활용될 수 있도록 하였다. 교구 및 교재는 지식재산권을 출원하여 교구재가 학교에 널리 보급될 수 있도록 산업체 등에 기술이전하였다. 또한 스쿨팜의 학업적, 심리적, 사회ㆍ경제적 효과를 과학적인 방법으로 분석하여 제시하였으며 정책제안을 통해 도시농업과 스쿨팜의 활성화에 기여하였다.

Abstract ▼

A necessity of school farm reinforcing environmental education has been raised, and creative talented people are needed in future generation for the sustainable development, based on a new paradigm called ‘ESSD(Environmentally Sound and Sustainable Development)’ proposed by UN. This research conduct

A necessity of school farm reinforcing environmental education has been raised, and creative talented people are needed in future generation for the sustainable development, based on a new paradigm called ‘ESSD(Environmentally Sound and Sustainable Development)’ proposed by UN. This research conducted a project called “A Research of school farm for experience education in elementary school”. ‘School Farm’ is compound word from the word “School” and “Farm”.
Recently, the city farm on a small scale is expanding on school sites including building’s rooftop and public unused areas for planning to expand the leisure and resting spaces and city’s green spaces, caused by standard of living is globally improving. The importance of various horticulture programs is also increasing along with it, which can help developing the students’ emotions and experience education through the gardening on the school.
‘School Farm’ is a space being applied educational program within the school or school nearby open field or box container to increase the understanding of foods and natural cycle system and to bring back the sensibility about life and nature along with physical and mental health through the process of planting and harvesting crops by students. In schools, experimental class growing plants has not been active because of difficulty in preparation of plants and related materials and lack of experience of teachers. To support experimental class, five kinds of educational kit for plants were developed in this study.
The first one is multifunctional plant kit where sprouts, vegetables, herbs, cactus, succulents, water plants can be grown. The plant kit consisted of wick irrigating pot, wick, seeds, artificial soil, and observation diary. The irrigation pot was made with transparent material which makes it possible to observe germination process and root development. The second one is teaching aid for photosynthesis, respiration, and transpiration of plant, which has LED and sensors of CO2, H2O, and temperature. The third one is earthworm kit to see the composting process promoted by earthworm. The forth one is mini gardening kit composed of herb or succulent seeds, paper pot, and media. The fifth one is seed kit to study classification system of plant through sorting into family.
The study was conducted to examine the effect of school activities using plant kits or aids on improving the scientific interest, social ability, and academic achievement of children. Score of students in the experimental group significantly higher on the understanding of plant life cycle or plant function compared to the students in control group. After separating the data into the activity sites, indoor and outdoor, the activity using plant kit was more effective as a teaching method in raising science achievement scores when it was used indoor compared to outdoor.
Within groups participated in container gardening in school veranda, the total score of scientific interest was significantly increased and the interest in science as the field of scientific interest was also significantly improved in experimental group. Experimental group showed higher total score of scientific interest and higher score of interest in science activities than those in the control group. As for social ability, the total score of social ability and its field such as diligence, responsibility, and law-abidingness were significantly improved after the container vegetable gardening activities. However, law-abidingness in the control group was declined significantly. The both groups showed more academic achievement after the gardening activities with no difference between groups.
The school farm can be divided into two types between depending on the space and the purpose. And the type of depending on space can be divided into a natural ground and an artificial ground. The type of natural ground can be classified into three kinds which are farmland type, wetland type such as rice paddy wetland, and abandoned land. And also the type of artificial ground can be classified into three kinds which are the a rooftop garden, wall garden and the plant box. Generally, almost elementary school farms is mixed with two or more types(e.g. box container type and flower bed type). The type of depending on the purpose can be classified into four types from the educational aspect, the social aspect, the environmental aspect, and the economic aspect.
The school farm model is appropriate to Korean school environment and applied for the test operation by the monitoring of integrated horticulture program and operations and management. This research has been trying hard to propose a plan for the value improvement of school farm and a strategy for application and developing a manual. And that is applicable and able to create an easiness and effective school farm.
The cognitive part of school farm education is highly effective through learning as interacting by being closely linked with active participation and plant’s unique characteristic. And that is stimulating five senses through the cultivation of the plants. Also, That is increasing logical thinking skill and learning interest and progress of achievement required by mathematics, science, languages and social studies curriculums. These are related to the increasing of integrative thinking and cultivation of the plants activities.
Experience education as planting and harvesting the crops by students is a great lesson to learn the importance of environment-friendly agricultural products. And experience of local food is contributing to improve the deviated food habits and healthy eating habits and to make a useful school meal and food experience.
According to “the study on school farm for experiential education in primary school” running by Dongguk University, school farm is showing that there are significantly positive differences of self-esteem between the children who participated in school farm and those who did not.
In addition, the value of the school farm has appeared to be economically valuable as ₩182,730,000(approx. $16million) in the monthly mean and ₩2,192,700,000(approx. $190million) in the yearly mean as applying CVM analysis method. This value is comparable with the value of hiring one of horticulturist for each school in Korea(total of 10,000 horticulturists).

목차 Contents

• 완결과제 최종보고서 ... 1
• 제 출 문 ... 2
• SUMMARY ... 3
• 목 차 ... 5
• 요약문 ... 6
• 제 1 장 서 론 ... 7
• 제 1 절 연구의 배경 및 목적 ... 7
• 제 2 절 연구의 범위 ... 9
• 제 2 장 국내외 기술개발 현황 ... 13
• 제 1 절 국내외 스쿨팜 현황 ... 13
• 제 2 절 스쿨팜 효과분석 ... 39
• 제 3 장 연구개발 수행 내용 및 결과 ... 47
• 제 1 세부연구과제 초등학교 교과통합 교육용 실내정원 조성 모델 및 교구 개발 ... 47
• 제 1 절 초등학교 교과과정 및 원예활동 프로그램 분석 ... 47
• 제 2 절 초등학교 실내정원 및 교육용 식물 교구 분석 ... 72
• 제 3 절 초등학교 식물 관련 실험실습 수업 현황 및 식물키트와 정원모델에 대한 요구사항 조사 ... 88
• 제 4 절 교과통합 교육용 실내정원 조성 모델 및 교구 개발 ... 94
• 제 5 절 교구 및 실내정원 모델의 초등학교 적용 효과 분석 ... 168
• 1협동과제 스쿨팜 모델 개발 및 원예통합 프로그램 적용효과 분석 ... 180
• 제 1 절 스쿨팜의 정의 및 유형 ... 180
• 제 2 절 스쿨팜 모델 개발 ... 209
• 제 3 절 스쿨팜 효과분석 ... 238
• 제 4 절 스쿨팜 매뉴얼 ... 327
• 제 4 장 연구개발 목표 달성도 및 대외 기여도 ... 348
• 제 1 절 목표대비 달성도 ... 348
• 제 2 절 정량적 성과 ... 348
• 제 5 장 연구개발결과의 활용계획 ... 349
• 제 6 장 연구개발과정에서 수집한 해외과학기술정보 ... 350
• 제 7 장 기타 중요 변동사항 ... 361
• 제 8 장 국가과학기술종합정보시스템에 등록한 연구장비 현황 ... 362
• 제 9 장 참고문헌 ... 363
• 끝페이지 ... 369