녹색성장 교육활동이 유아의 환경보전 지식과 환경친화적 태도에 미치는 효과 = The Effect of Green Growth Education on a Young Child’s Education Knowledge of Environmental Conservation and Eco-friendly Attitude.

다국어 초록 (Multilingual Abstract)

The purpose of this research is to verify the effect of a 3-year-old’s green growth education knowledge of environmental conservation and eco-friendly attitude.
This study conducted a survey of 2 classes of 3-years-old children (totaling 45 children) located in Gyeonggi Province Shiheung. The experimental group consisted of 23 children while the comparison group was comprised of 22 children. The knowledge of environmental conservation test tool produced by Taehyeon Hahn (2001) based on studies by the Ministry of Environmet (1994), Giyeong Yoon and Gyeonghee Jo (1993), and Aehee Yoon and Jeongmin Park(1998) has been used to measure children’s environmental preservation knowledge. To measure eco-friendly attitude, CATES-PV (The Children’s Attitudes Toward the Environment Scale – Preschool Version) produced by Musser and Diamond (1999), and subsequently modified and adapted by Yunjeong Huh (2001) has been used.
Experimental treatment period was 5 primarily by the classroom teacher in the experimental group and 12 sessions going green growth program was compared to a group, the basic curriculum was operate as usual.
After the experimental treatment, we conducted a post-test to two groups to see the effect of the green growth program. Using the SPSS 20.0 program, we determined the mean and standard deviation of the two groups as the pre-test and post-test, as well as performing independent samples (t-test) and analysis of covariance(ANCOVA).
The results of this research are summarized as follows.
First, the result of the experimental group, which participated in green growth and did not participate in the control group, show that the early childhood of the experimental group has been improved about knowledge of environmental conservation and showed a statistically significant difference. A significant difference between the experimental groups and the control groups is reflected in the knowledge of the sub-areas of environmental conservation which are ‘Water conservation’, ‘Conservation of the air’, 'Soil conservation’, and ‘Separate garbage’. Second, the result of the experimental group which participated in green growth show that the attitude of the experimental group improved an infant’s environment-friendly conscience. A significant difference between the experimental groups and the control group is reflected in the eco-friendly attitude of the sub-region which are 'Nature-friendly attitude', 'Loyalty and concern for animals and plants', ‘Respect for life consciousness', 'Artificial environment in a more natural environment for the preferred', 'Environmental conservation attitude', 'Nature Reserve', and 'Resource conservation'.

국문 초록 (Abstract)

본 연구의 목적은 녹색성장 교육활동이 만 3세 유아의 환경보전 지식과 환경친화적 태도에 미치는 효과를 검증하는 데 있다.
연구대상은 경기도 시흥시에 위치한 유치원에 다니는 만 3세 2학급 총 유아 45명으로 실험집단 23명, 통제집단 22명으로 하여 연구를 실시하였다. 본 연구에서 사용한 연구도구로 환경보전 지식은 윤기영, 조경희(1993), 윤애희, 박정민(1998)의 연구를 토대로 한태현(2001)이 제작한 환경보전 지식 검사를 사용하였으며, 환경친화적 태도는 Musser와 Diamond(1999)가 제작한 CATES-PV(The Children’s Attitudes Toward the Environment Scale – Preschool Version)를 허윤정(2001)이 수정·번안한 환경 친화적 태도 검사를 사용하였다. 실험처치 기간은 5주로, 실험집단에서는 담임교사에 의해 녹색성장 교육활동을 12회기 진행하였으며, 통제집단은 기존 누리과정을 중심으로 운영하였다.
실험처치 후 녹색성장 교육활동의 효과를 알아보기 위해 두 집단을 대상으로 사후검사를 실시하였다. SPSS 20.0 프로그램을 이용하여 사전검사와 사후검사에서 두 집단의 사전·사후 검사의 평균과 표준편차를 구하고, 독립표본 t-test와 공변량분석을 실시하였다.
본 연구의 주요 결과를 요약하면 다음과 같다.
첫째, 녹색성장 교육활동에 참여한 실험집단과 참여하지 않은 통제집단을 사후 검증한 결과 실험집단 유아의 환경보전 지식이 향상되어 높게 나왔으며 통계적으로 유의한 차이가 있는 것으로 나타났다. 환경보전지식의 하위영역인 ‘물의 보전’, ‘공기의 보전’, ‘흙의 보전’, ‘쓰레기 분류배출’ 모두 실험집단이 통제집단보다 유의한 차이로 높게 나타났다.
둘째, 녹색성장 교육활동에 참여한 실험집단과 참여하지 않은 통제집단을 사후 검증한 결과, 실험집단 유아의 환경친화적 태도가 유의하게 향상되어 통제집단에 비해 더 높은 수준으로 나타났다. 환경친화적 태도의 하위영역인 ‘자연친화적 태도’, ‘동식물에 대한 애호와 관심’, ‘생명에 대한 존중의식’, ‘자연환경에 대한 선호’, ‘환경보전태도’, ‘자연보호’, ‘자원절약’ 모두 실험집단이 통제집단보다 유의한 차이로 높게 나타났다.

목차 (Table of Contents)

• 국문초록 ··································································ⅶ
• Ⅰ. 서론 ····································································1
• 1. 연구의 필요성 및 목적 ····································1
• 2. 연구문제 ····························································6
• 3. 용어의 정의 ·······················································6
• Ⅱ. 이론적 배경 ························································8
• 1. 녹색성장교육의 개념 및 내용 ·························8
• 2. 환경보전 지식 ···················································18
• 3. 환경친화적 태도 ···············································20
• Ⅲ. 연구방법 ·····························································24
• 1. 연구대상 ·····························································24
• 2. 연구도구 ······························································24
• 3. 연구절차 ······························································27
• 4. 자료처리 ·······························································32
• Ⅳ. 연구결과 및 해석 ·················································33
• 1. 녹색성장 교육활동이 유아의 환경보전 지식에 미치는 효과························································································33
• 2. 녹색성장 교육활동이 유아의 환경친화적 태도에 미치는 효과 ·························································································39
• Ⅴ. 논의 및 결론 ··························································48
• 1. 논의 ········································································48
• 2. 결론 및 제언 ·························································54
• 참고문헌 ·······································································57
• 부록 ···············································································64
• ABSTRACT ··································································96