목재가 인간에게 미치는 시각심리적 영향에 관한 기초적 연구 - 가상의 작은 방을 대상으로 -

남영숙,김은일,Nam, Young-Sook,Kim, Eun-Il 한국주거학회 2012 한국주거학회 논문집 Vol.23 No.5

We studied in order to find out suitable amounts of board by visual effects to establish indoor boards and human psychological effects by several board designs. Thirty students of C university were tested in constant temperature/humidity room and interviewed after tests. The experimental visual images were projected from 54' TV. As a result, the board length that showed high preference and satisfaction was the 90cm both horizontal and vertical direction. We found that vertical board gave an impression of a linear and narrow shape and the horizontal board gave wide space and cool feeling from psychological analytical study. The factors affecting satisfaction in horizontal direction were refreshing, intimacy, beauty, area, splendor and those in vertical direction were a sense of security, beauty, texture, intimacy, continuity, extensity, natural feeling. We got 5 factors from the result of factor analysis in order to get psychological factor axis. Those were pleasantness, artificiality, openness, dynamics, refinement. By multiple regression analysis, the factor pleasantness had the highest impact on visual satisfaction on scenary. The study on psychological factor difference by analysis of variance showed that psychologically feeling amount about pleasantness, artificiality, dynamics, refinement, and openness had statistically meaningful difference despite of board direction. We found that the 90cm had a tendency as a changing point leading image change by the investigative analysis of board direction based on factor points.

지속가능한 에너지 관리를 위한 학교 에너지 생태 감사 평가 방안 개발 연구

남영숙(Young Sook Nam) 한국환경교육학회 2007 環境 敎育 Vol.20 No.4

The purpose of this study is to develope energy eco-audit evaluation scheme for the sustainable energy management at schools in accordance with education for sustainable development. Energy eco-audit evaluation scheme was developed through critical review of preexisting evaluation methods, consensus searching for the process from field. The results of this study are as follows. The school energy eco-audit evaluation scheme has three criteria: data collection, energy program, and environmental review. First, criteria of data collection includes general affairs, school building construction, and energy use. Second, criteria of energy program stresses school administration system such as the democratic decision-making process and structures. Third, criteria of environmental review includes reporting process and preparing teaching/learning materials for sustainable energy management. In conclusion, school energy eco-audit evaluation scheme could find a new way to achieve extended effect for sustainable energy management in school. It also could continue to seek opportunities to raise their awareness of energy issue and environment. School committee and whole school are involved to continue to implement present action plan and prepare updated plan in order to reduce environmental impact in school. By doing so, it would be possible to play important role in both school administration and education for sustainable development.

통일을 대비한 남북한 환경교육 통합 방안 연구

남영숙(Young Sook Nam) 한국환경교육학회 2008 環境 敎育 Vol.21 No.2

The purpose of this study is to suggest the integration of environmental education between South and North Korea in preparation for unification. The results of this study are as follows. Firstly, environmental education in North Korea is in the incipient stage as of the environment protection, the prevention of air pollution. It also emphasizes ideology education rather than sustainability. Secondly, the suggestion for the unification and the synthesizing of its environment together with the 3-stages of unification process. It can be presented as a role and function of environmental education in Unified Korea and consciousness and practical effort for the environmental preservation. In conclusions, the result of this study could contribute macro-view on the integration of socio-eco gab between South and North Korea in preparation for unification.

어린이 환경백서 개발 및 적용

남영숙(Young-Sook Nam),장호창(Ho-Chang Jang),박태윤(Tae-Yoon Park),문윤섭(Yoon-Sub Moon),김찬국(Chan-Kook Kim),우정애(Jung-Ae Woo),안미영(Mi-Young Ahn),지승현(Seung-Hyun Ji),문경희(Kyoung-Hee Moon) 한국환경교육학회 2010 環境 敎育 Vol.23 No.4

The purpose of this study is to develop an environmental report for children and to examine the learning effects of the environmental report on elementary school students. This study is carried out by the survey. The results of this study are as follows. First, the Environmental Report for children, which consists of 8 subjects related to the environmental policy in Korea. 1) Green Growth and Sustainable Policy, 2) Climate Change, 3) Water Supply and Sewage Policy, 4) Sustainable Watershed Management, 5) Conservation of Biodiversity, 6) Resource Recirculation, 7) Environmental Health for Children, and 8) Environmental Dictionary, was systematically developed. Second, the Environmental report developed was examined the effects to third and fourth grade elementary school students in Incheon and Daegu. By dividing elementary school students into two groups: A Control group and an Experimental group, the lessons were respectively executed. In conclusion, the Environmental Report leads to good effects when it is applied to both Environmental Education and the public relation of the Environmental Policy in Korea. Finally, it would be expected to be efficient in learning Sustainable Development and the Environmental Policy.

대학의 ESG 도입방안 연구

남영숙(Young-Sook Nam) 학습자중심교과교육학회 2024 학습자중심교과교육연구 Vol.24 No.2

Objectives The purpose of this study is to provide basic data for designing a sustainable curriculum by analyzing the curriculum of teacher education universities by using ESG literacy content elements as an analysis tool as a way to introduce ESG in universities. Methods This study was conducted using a literature study analyzing previous studies related to understanding ESG and extracted content elements necessary for cultivating ESG knowledge. Four teacher training universities were selected as the subjects of this study. To analyze the curriculum, we used the ‘2023 Curriculum’ provided on the websites of four teacher training colleges. In order to improve the validity of the study, four experts were interviewed to collect opinions on the validity of the analysis tool and the validity of the curriculum analysis results. Results First, the university's ESG education content elements were extracted by dividing them into environment (E), society (S), and governance (G). Second, as a result of analyzing the curriculum of the four teacher training col-leges, it was found that overall, the operation of the curriculum related to ESG understanding was very insufficient. Although it contains some content elements that are related to the E and S dimensions, the subjects of the G di-mension were found to be very insufficient. Third, as a way to include ESG understanding elements in the curricu-lum of teacher training colleges to improve the ESG capabilities of prospective teachers, it is necessary to include ESG content elements in major subjects rather than liberal arts subjects. Conclusions The significance of this study is to derive implications for curriculum operation by extracting ESG un-derstanding content elements of teacher training colleges for sustainable curriculum operation and analyzing the curriculum based on this. By improving the ESG understanding capacity of prospective teachers in the era of cli-mate crisis and environmental crisis, teachers at school will be able to contribute to sustainable school operation. 목적 이 연구의 목적은 대학의 ESG 도입방안으로서 ESG 이해 내용요소를 분석도구로 활용하여 교원양성대학의 교육과정을 분석함으로써 지속가능한 교육과정 설계를 위한 기초자료 제공에 있다. 방법 이를 위해 ESG 이해 관련 선행연구를 분석하는 문헌연구를 진행하여 ESG 이해 함양에 필요한 내용요소를 추출하였다. 이 연구의 대상은 4개 교원양성대학을 선정하였다. 교육과정을 분석하기 위하여 4개 교원양성대학의 홈페이지에서 제공하는 ‘2023 교육과정’을 활용하였다. 연구의 타당도를 제고하기 위하여 환경교육 전문가 4인을 면담하여 분석도구의 타당성, 교육과정 분석 결과의 타당성 등에 대한 의견을 수렴하였다. 결과 연구결과는 다음과 같다. 첫째, 대학의 ESG 교육 내용 요소를 환경(E), 사회(S), 지배구조(G)등으로 구분하여 추출하였다. 둘째, 4개 교원양성대학의 교육과정 분석결과, 전반적으로 ESG이해관련 교육과정 운영이 매우 미흡함을 알 수 있었다. E와 S차원에서의 관련성을 갖고 있는 내용요소를 다소 포함하고 있으나, G차원의 교과목은 매우 미비한 것으로 나타났다. 셋째, 예비교사의 ESG 역량을 제고시킬 수 있도록 교원양성대학의 교육과정에 ESG이해 요소를 포함시키는 방안으로서 교양과목 보다는 전공과목에 ESG 내용요소를 포함하는 것이 필요하다. 결론 지속가능한 교육과정 운영을 위하여 교원양성대학의 ESG 이해 내용요소를 추출하고, 이를 기반으로 교육과정을 분석함으로써, 교육과정 운영을 위한 시사점 도출의 이 연구의 의의가 있다. 기후위기 및 환경위기 시대의 예비교사의 ESG 이해 역량을 제고시켜 학교현장에서의 교사가 지속가능한 학교 운영에 기여할 수 있을 것이다.

우리나라 황새복원 성과와 과제

남영숙(Young Sook Nam) 한국환경정책학회 2018 한국환경정책학회 학술대회논문집 Vol.2018 No.7

지속가능 발전교육 활성화를 위한 환경교육 시범학교 운영 개선 방안

남영숙(Young-Sook Nam),장호창(Ho-Chang Jang),지승현(Seung-Hyun Ji) 한국환경교육학회 2008 環境 敎育 Vol.21 No.4

The purpose of this study is to evaluate an environmental education model school and to devise proper plans for school management through the school eco-audit, The results of this study are as follows. Firstly, environmental education model school is analysed from view point of planning and executing. So that, environmental education model school put emphasis on executing rather than planning. It requires to emphasis planning, for example, establishing environment management system, ecological measures, environment reporting. Secondly, environmental education model school is in the incipient stage as the environment prevention. The preparation for planning is inefficient compared to the ecological pretest of school eco-audit, In the aspect of ecological measures and education, the participant of all the school staff is unsatisfactory. In conclusion, the school eco-audit could be presented as a key role for establishing basic organizational conditions, ecological measures and education for sustainable development, It is necessary to drive environmental education model school to achieve extended effect for sustainable society.

지속가능발전 이해를 위한 프로젝트 학습의 개념과 의미

남영숙(Young-Sook Nam),지승현(Seung-Hyun Ji) 한국환경교육학회 2011 環境 敎育 Vol.24 No.2

Recently, project activity on environmental education has been overwhelmingly presented that is considered as a key learning & teaching strategy in Korea. This Study finds that Environmental project activity requires consideration of project-based Learning for sustainable development. The purpose of this study is to conduct project-based learning for etc-campus which is focused on sustainable development and to find out the learner’s understanding sustainable development. The results of this study can be summarized as follows. First, project-based learning for sustainable development is concerned about enhancing learner’s understanding sustainable development. It can be emphasized a viewpoint of sustainable way, a way of educational approach, and a possibility of expanding learner’s experience in dealing with sustainable development. Second, this study showed also a results of application about project-based learning for eco-campus. Twenty three pre-service teachers conducted six different eco-campus projects. It is considered to make the student be able to catch up core knowledge and apply it during the project activity. In conclusion, this research asserts that project-based learning on sustainable development is needed to make students see the knowledge and value of sustainable development. It is considered to advance education for sustainable development as a new teaching & learning strategy.

황새와 학교 습지 비오톱을 연계한 환경교육 방안

윤영선,남영숙,Yoon, Young-Sun,Nam, Young-Sook 한국교육녹색환경연구원 2021 교육·녹색환경연구 Vol.20 No.1

이 연구의 목적은 황새와 학교 습지 비오톱이 갖는 관련성을 탐구하고, 이를 활용하여 환경교육 방안을 모색하는 것이다. 문헌 연구를 통해 텃새 황새 멸종과 복원에 이르는 역사 및 학교 습지 비오톱의 활용성을 고찰하고 환경교육에서 갖는 의미와 연관성을 도출하였다. 그리고 이를 바탕으로 초등학교 전체학년에서 활용할 수 있는 환경교육 프로그램 방안을 강구하였다. 프로그램은 환경교육 핵심요소를 반영하여 총 17차시로 구성되었으며, 황새라는 구체적인 학습소재와 학교시설로서 습지 비오톱이라는 구체적인 장소를 연계하여 체험과 실천을 경험할 수 있도록 하였다. 이를 통해 자연과의 공존을 추구하는 환경교육을 도모하고, 내용의 구체성과 체계성을 확보할 수 있을 것이다. The purpose of this study is to explore the environmental educational relevance of Oriental Storks and school wetland biotope, and to explore environmental education methods using them. Through the study of literature, the history encompassing the extinction and restoration of resident Oriental Storks and the utilization of school wetland biotope, were considered, and the meaning and connection of environmental education were derived. Based on this, planned an environmental education program for all elementary school students. The program consisted of a total of 17 steps reflecting the core elements of environmental education. The specific learning material of an Oriental Stork and the specific place of a wetland biotope as a school facility were linked to provide experience and practice. In conclusion, environmental education for coexistence with nature can be promoted, and the specificity and systematicity of contents can be secured.

책임윤리 기반의 황새 스토리 구성 및 환경교육 프로그램 개발

윤영선(Young-Sun Yoon),남영숙(Young-Sook Nam) 한국환경교육학회 2021 環境 敎育 Vol.34 No.1

이 연구의 목적은 지속가능한 미래를 위해 자연과 미래세대에 대한 현세대의 책임과 배려를 강조하는 책임윤리의 가치를 고찰하고, 이를 기반으로 황새 스토리를 구성하여 초등학교 1∼2학년을 위한 환경교육 프로그램을 개발하는 것이다. 문헌 연구를 통해 책임윤리-환경교육-황새가 갖는 상호연관성을 고찰하고, 교육과정을 분석하였다. 또한, 문헌 및 면담 조사를 통해 황새 스토리 개발을 위한 정보를 수집하였다. 황새 스토리는 책임윤리-환경교육-황새의 상호연관성에 기반하여 15개의 소주제로 조직하였다. 그리고 주제별 교과서의 의미를 살려 황새 스토리와 통합교과를 유기적으로 연계하는 환경교육 프로그램을 구안하였다. 이를 통해 자연과의 공존을 위한 환경교육에 책임윤리의 가치를 도입하고, 황새에 내포된 환경교육적 가치를 일반화 할 수 있으며, 초등학교 1∼2학년을 위한 내실 있는 환경교육을 추구할 수 있을 것이다. The purpose of this study is to consider the value of responsibility ethics that emphasizes the responsibility and consideration of the present generation to nature and future generations for a sustainable future. And based on this, the stories of Oriental Storks were composed to develop environmental education programs for first and second graders of elementary school. Through the literature study, the interrelationship between responsible ethics, environmental education and Oriental Storks was considered and the curriculum was analyzed. In addition, information for the development of Oriental Stork stories was collected through literature and interview surveys. Stories of Oriental Storks were organized under 15 sub-topics based on the interrelationship between responsible ethics, environmental education and Oriental Storks. Next, an environmental education program was devised that organically links the story of Oriental Storks with integrated subject, taking advantage of the meaning of the textbook by subject. In conclusion, environmental education for coexistence with nature can be promoted, and environmental educational values embedded in Oriental Storks can be generalized.