낙동강 일대와 중부 지역 주요 습지의 토양종자은행 분석

주은정 ( Eun Jeong Ju ),김재근 ( Jae Geun Kim ) 한국환경복원녹화기술학회 2009 한국환경복원기술학회지 Vol.12 No.5

The purpose of this study is to define the species composition of the soil seed banks at major wetlands in Nakdong river basin and central korea and to investigate how soil seed banks relate to aboveground vegetation and soil texture. In 2005, we sampled seed banks at Baksil reservoir, Jillal marsh, Deapyeng marsh, Hwapo marsh, Upo marsh and Junam reservoir in Nakdong river basin and Osan stream and Amsa-dong in Seoul. The soil seeds were estimated with the emergence method from April to October. Total numbers of species at the seed banks were 33 at Baksil, 18 at Daepyeong, 35 at Jillal, 56 at Upo, 32 at Hwapo, 47 at Osan stream, 54 at Amsa waterside, 31 at Amsa meadow. The species diversity in the soil seed banks of Upo marsh was the highest as 0.95. The community overlap index that compares aboveground with underground vegetation is high in the Upo marsh (0.34), Jilla marsh (0.36), and Osan stream (0.27). Soil texture affected distribution of 8 species, Lindernia procumbens, L. attenuata, Arenaria serpyllifolia, Juncus effusus, Persicaria thunbergii, Eragrostis multicaulis, Cyperus nipponicus, Scirpus fluviatilis. Considering the social and cultural values, soils at Amsa meadow, Hwapo marsh and Osan stream have worth to use for wetland restoration.

학교 공간 혁신으로부터 시작되는 배움의 변화

주은정 ( Ju Eun Jeong ),이지혜 ( Lee Ji Hye ) 서울교육대학교 초등교육연구원 2021 한국초등교육 Vol.32 No.2

학생들이 많은 시간을 보내고 있는 학교 공간에서 진정한 배움과 성장이 이루어지기 위해서는 획일적인 학교 공간에 대한 혁신이 필요하다. 학교 공간은 단순한 물리적 공간을 넘어서 학생들의 삶과 배움을 변화시킬 수 있는 출발점이 되어야 한다. 본 연구는 이러한 문제의식을 바탕으로 학교 공간 혁신을 시도한 C초등학교 사례를 바탕으로 학교 공간의 변화에 대한 의미를 살펴보고자 하였다. 연구 결과 학교 공간 혁신은 학생과 교사를 포함한 공동체 구성원들의 다양한 가치를 민주적 절차를 통해 결정하고 이루어간다는데 중요한 의의가 있었다. 이와 같은 학교 구성원들로부터 시작된 공간의 변화는 ‘학교’라는 장소에 대한 의미를 찾아내고, 장소성이 더욱 공고해지는 계기가 되었다. 연구 사례 학교는 공간 혁신을 통하여 쉼과 놀이가 이루어지는 공간을 확보하였다. 학습과 기본적인 필요만을 충족하는 단순하고 일률적인 교실 공간에서 벗어나 학생들의 휴식과 놀이 공간을 마련하여 학생들의 쉴 권리와 놀 권리를 보장해주고 있었다. 또한 이러한 공간의 변화는 학습과 놀이를 위한 공간의 확장으로 이어졌다. 학생들은 자신들에게 제공된 표현 공간에서 나름의 의미를 부여하면서 적극적이고 능동적으로 자신의 생각과 느낌을 자유롭게 표현하였다. 공간 혁신을 통하여 학생들이 활용할 수 있는 공간의 비중이 높아지자 이에 따른 갈등의 소지 또한 증가하게 되었다. 학생들은 공간 속에서 발생하는 갈등을 해결하기 위해 자율적으로 규칙을 만들고 이를 지키고 있었다. 이와 같은 또래 간의 갈등 해결 과정은 학생들의 문제해결 능력 함양과 민주시민성 함양에 긍정적 영향을 줄 수 있다. 연구 사례 학교는 학습 및 놀이 공간을 자연으로 확장하기 위해 자연과 바로 통하는 문을 교실에 설치하였다. 학생들은 교실과 자연을 자유롭게 오가며 학습과 놀이 활동을 할 수 있었고 이를 통해 자연과 연관된 학습이 보다 용이하게 이루어질 수 있었다. 이와 같은 학교 공간의 변화 사례는 앞으로 이루어질 학교 공간 혁신에 많은 함의를 제공할 수 있을 것이다. In order for true learning and growth to take place in the school space where students spend a lot of time, it is necessary to innovate the uniform school space. The school space should be a starting point from which students change their lives and learning beyond mere physical space. Based on a consciousness of this problem, this study attempted to examine the meaning of changes in school space based on the case of C Elementary School that innovated its school spaces. In the results of the study, the innovation of school space had great significance in determining and fulfilling the various values of community members including students and teachers through democratic procedures. Such change of space initiated by the members of the school offered an opportunity to discover the meaning of the place of 'school' and to further strengthen its sense of place. The case study school created spaces for relaxation and recreation through spatial innovation. Leaving a simple and uniform classroom space that only satisfies learning and basic needs, this innovation provided spaces for relaxation and recreation and guaranteed the rights of relaxation and recreation for students. In addition, this change led to the expansion of space for learning and recreation. The students gave their own meaning to the space provided for them, and actively and freely expressed their thoughts and feelings. As the proportion of space that students could use through space innovation increased, the possibility of conflict also increased. In order to resolve the conflicts that occurred in the space, the students autonomously made and followed rules. This process of resolving peer conflict may have a positive effect in cultivating students' problem-solving skills and democratic citizenship. Finally, the case study school installed doors directly connecting natural spaces to the classrooms in order to expand the learning and play space into nature. Students were able to learn and play freely between classrooms and nature, and through this, nature-based learning could be facilitated. Such examples of changes in school space may provide many implications for future school space innovations.

읍면동 생활과학교실에 참가한 학생들의 만족도 분석

주은정 ( Eun Jeong Ju ),장신호 ( Shin Ho Jang ) 서울敎育大學校 初等敎育硏究所 2013 한국초등교육 Vol.24 No.4

이 연구의 목적은 생활과학교실에 참가한 학생들의 만족도 분석을 통하여 생활과학교실의 개선방향을 제시하는 데 있다. 생활과학교실은 2003년 과학의 대중화와 과학문화 확산을 위해 개설된 이래로 양적 성장을 거듭해 왔으나 최근 운영이 축소되고 있는 상황이다. 이에, 생활과학교실의 운영 및 프로그램의 질에 대한 재고가 필요한 때이다. 이 연구를 위하여 전국 41개 책임운영기관 1,261명의 생활과학교실에 참여한 학생들을 대상으로 만족도 조사를 실시하였다. 그 결과, 학생들은 생활과학교실에서 제공되는 hands-on activity와 실험 등에는 대체로 흥미를 가지고 있는 편이지만 일부 프로그램에 대해서는 어렵다고 느끼고 있으며 다른 곳의 과학 프로그램과 차별성이 없다고 생각하고 있었다. 또한 강사에 대한 불만족 사항들도 일부 제기되어 생활과학교실의 운영 개선을 위해 프로그램 및 강사의 질 관리가 필요한 것으로 나타났다. 기관별 특성과 참가자의 만족도 간의관계를 분석해본 결과, 해당 책임운영기관의 총예산은 프로그램 만족도, 프로그램 효과, 강사만족도 등과 통계적 유의수준(p<0.05)에서 정적 상관관계를 가지고 있는 것으로 나타났다. 이러한 결과를 바탕으로, 읍면동 생활과학교실의 운영을 개선하기 위한 효과적인 방안에 대해 논의하였다. The purpose of this study was to suggest the improvement of "Everyday Science Classroom Program (ESC)" through analysis of participants` satisfaction. ESC program need to improve the level of quality, because it has focused on expanding quantitatively after launched in 2003 for public science literacy. For this study, we analyzed the satisfaction survey results of 1,261 participants in 41 regional centers across the nation. As a result, they considerably were satisfied of ESC classes and programs by providing the chances to hands-on activity and experiments. However, students complained that the programs were not distinct from any others and some was difficult. These problems should be solved by settling stable system to provide standardized programs and teachers. The participants` satisfaction was positively related to the self-reliance ratio of local finance and the total budget of the regional center(p<0.05).

초등교사의 환경 및 환경교육적 신념과 이에 영향을 준 경험 탐색

주은정(Eun Jeong Ju),이정아(Jeong-A Lee),장신호(Shinho Jang) 한국환경교육학회 2013 環境 敎育 Vol.26 No.4

This study was conducted for exploration of primary teacher’s experiences affecting beliefs about environment and environmental education. For the study, we surveyed and group-interviewed 18 primary teachers who participated teacher training for environmental education. As the results, the teacher’s beliefs had various spectrum. Most of them viewed environment as a resource, as a place to live, or as the biosphere. Small numbers of them viewed environment as nature or as a problem. Some teachers had compositive environmental belief. The experiences affecting their beliefs are the memory about nature in childhood, their parents’ concern about environmental education, and environmental education in school. The teachers affected by experiences in nature were tend to have eco-centric belief. Some affected by their parents’ concern about environmental education was tend to view environment as a resource. The teachers affected by environmental education in school were tend to view environment as a problem. They told that learned about environment as problem in middle or high school and such education affected their environmental belief.

초등학생의 식물에 대한 경험 분석 및 생태적 소양과의 관계

주은정 ( Eun Jeong Ju ),김재근 ( Jae Geun Kim ) 한국초등과학교육학회 2013 초등과학교육 Vol.32 No.4

This study was conducted for investigating the characteristics of children`s experiences in plants and their relationship with ecological literacy. 578 primary students participated in our survey, who consisted of 240 urban and 338 semi-rural children. The questionnaire for this study was composed of items about their experiences in plants and ecological literacy. Children`s experiences in plants were classified to 5 factors; indirect/observable, living, investigative, negative, and active experiences in plants. The most important factor of them is indirect/ observable experience which tends to be passive. Children`s ecological literacy and experiences in plants were not different with a place of residence but had difference with sexual. Most children`s experiences in plants had correlation with ecological literacy. Ecological sensibility was the most important variable for explanation of the relation between children`s ecological literacy and experiences in plants. It is recommended that supplying experiments in plants to children is important for promoting their ecological literacy.

초등교육에서 생태적 소양의 의미

주은정 ( Eun Jeong Ju ) 서울敎育大學校 初等敎育硏究所 2016 한국초등교육 Vol.27 No.2

이 연구는 생태학적 위기를 극복하기 위한 궁극적인 방안을 생태적 소양 함양이라고 보고, 초등교육에서 그 의미를 고찰하며 초등교육에서 생태적 소양 함양의 중요성과 방법을 논의하는데 그 목적이 있다. 이를 위해 생태주의, 생태적 소양 연구 동향 등을 살펴본 후 생태적 소양의 의미를 정리하였다. 또한 생태적 소양이 초등교육에서의 의미를 고찰하고 실천을 위한 방향을 모색하였다. 생태적 소양의 이론적 배경이 되고 있는 생태주의는 다양한 스펙트럼을 가지고 있지만 공통적으로 생태학에 근간을 두고 있으며 참여적, 체제적, 전체론적이라는 특징을 지닌다. 생태주의 패러다임에서 생태적 위기의 극복은 생태적 소양(ecological literacy)을 갖춘 인간을 길러내는 것을 궁극적인 방법으로 보고 있다. 생태적 소양은 지구상의 삶을 가능하게 해주는 자연계(natural systems)를 이해하고 이를 실생활에서 이용할 수 있는 능력을 말한다. Capra (2003), Orr (1992), Berkowitz et al.(2005), Cutter-MacKenzie and Smith(2003)의 연구를 바탕으로 생태적 소양의 의미를 정리하면 생태학을 이루고 있는 기본 개념들을 이해하고 생태적 감수성을 통해 생태중심적 태도를 지니는 것이다. 생태적 소양이라고 하는 것은 생태학에 대한 기본 원리를 이해하는 것과 그에 따라 살아가는 것을 의미하므로 생태학에 대한 기 본 원리를 이해하는 것은 생태적 소양 함양에 있어서 가장 기본이 되는 것이라 할 수 있다. 생태적 감수성은 자연의 변화에 대해 민감하게 반응하며 자연에 대한 감정이입적 시각을 가지는 개인을 길러내는 정의적 특성을 말한다. 생태중심적 태도란 자연을 인간을 위한 도구나 인 간을 둘러싼 환경, 단순한 탐구의 대상으로만 바라보지 않고 그 자체로 가치가 있는 존재로 바라보는 태도로 정의할 수 있다. 특히 어린 시기에는 자연에 대한 경험에서 생태적 감수성을 키우고 이를 통해 생태적 지식, 생태중심적 태도를 갖추어 나가는 것이 중요하므로 초등교육 에서는 이를 위한 교사연수, 교육과정, 환경 개선 등의 실천적 방안을 마련해야 할 것이다. The purpose of this study was to explore the meaning ecological literacy and discuss the importance and practical method of it. In this study, the ultimate way to overcome the ecological crisis was assumed promoting ecological literacy. For the study, I investigated trend of previous study related with ecological literacy and ecologism and defined the elements of ecological literacy. Then, I explored the meaning of ecological literacy in elementary education and practical way for leaning it. Ecologism, which is theoretical background of ecological literacy, has a wide spectrum, but commonly rooted in ecology and has the participatory, systemic, and holistic features. The elements of ecological literacy based on the study of Capra (2003), Orr (1992), Berkowitz (2005), and Cutter-MacKenzie and Smith (2003) are ecological knowledge, ecological sensibility and eco-centric attitude. Especially, promoting ecological literacy through the experiences in nature is important. A practical plan, including teacher training, curriculum, improve the environment for it should be prepared in elementary education.

예비 교사의 스캐폴딩을 강조한 기후 변화 환경 캠프의 효과 분석

주은정 ( Eun Jeong Ju ),이정아 ( Jeong A Lee ),장신호 ( Shin Ho Jang ) 한국초등과학교육학회 2013 초등과학교육 Vol.32 No.1

The purpose of this study was to investigate the process and the effect of pre-service teacher`s scaffolding in environmental camp program about global climate change. For this study, developed the environmental camp program based pre-service teacher`s scaffolding and applied to 78 5th students. We analyzed the role of pre-service teacher in the process of scaffolding. In the result, the pre-service teachers conducted cognitive scaffolding like as “Focus”, “Hint”, “Tell or Summarize” and “Technical Help”. They carried out the emotional scaffolding like as “Create Cheerful Atmosphere”, “Encourage”, and “Help in Living”. Teaching and learning about global climate change, the theme of the camp, was regarded uncertain and complex. So, pre-service teacher`s scaffolding was effective to promote environmental literacy about climate change of primary students (<0.05). The student teachers understanded the characteristics of the children through emotionally close relationships. The primary students were learned easier about global climate change through cognitive and emotional scaffolding. They experienced environmental practice with communal living in camp.

초등학생들의 식물명 인식 특성 분석

주은정 ( Eun Jeong Ju ),김흥태 ( Heung-tae Kim ) 韓國生物敎育學會 2016 생물교육 Vol.44 No.4

The purpose of the study is to check the characteristics of elementary school students` knowledge about plant names and the association of plants names as recognition of plants. The data were collected from 550 students in urban and rural area, and were led to data visualization and network analysis. The results showed that elementary school students recalled the names of plants, such as roses, dandelions, sunflowers, pines, and morning glories, which have big, colorful flowers and offer a variety of experiences. Also, their recognition of cultivated plants was higher than that of native and naturalized plants. The association web of plant names showed similar structures and centrality indexes regardless of sex and school years. However, the high ranked plants in centrality indexes were different among the school years, indicating that the elementary students` association of plants can be strongly influenced by the curriculum.

과학 동아리에서 경험한 자기 주도적 실험 학습에 대한 초등학생들의 인식

주은정 ( Eun Jeong Ju ),김흥태 ( Heung Tae Kim ) 한국초등과학교육학회 2016 초등과학교육 Vol.35 No.2

The purpose of this study was to investigate implications of self-directed learning experiments in elementary science education through understanding elementary school students`` awareness of their experiences in self-directed learning experiments. Twenty students joined the school science club voluntarily and conducted self-directed learning experiments. We collected data through observation of the experiments, interviews, and questionnaires. The students who participated in the club showed high satisfaction with self-directed learning experiments. The participants were aware that their scientific interest and knowledge, and the confidence in conducting experiments were increased. The students felt positive about the inquiry process of conducting self-directed learning experiments with their own subjects. They also felt a sense of achievement in attempting their experiments in defiance of several failures. The participants realized that the self-directed inquires led to increased declarative and procedural knowledge of science. The students stated that they had some difficulties in coping with the different results contrary to expectations and preparing laboratory materials and instruments. Nonetheless, they showed the promotion of their scientific literacy during overcoming those difficulties. We suggest that self-directed learning experiments can be a more effective way in science learning to make students experience the nature of science than existing school experiments. This can be implemented through a creative experience activities such as science clubs.

초등학교 3학년의 과학자와 과학 학습에 대한 이미지 분석

주은정 ( Eun Jeong Ju ),이수영 ( Soo Young Lee ),김재근 ( Jae Geun Kim ),이지영 ( Jane Ji Young Lee ) 한국초등과학교육학회 2009 초등과학교육 Vol.28 No.1