초등학교에서 환경체험학습이 환경 친화적 행동에 미치는 영향 = (The) Influences of environmental experience learning on elementary school children's environmentally-friendly behaviors

다국어 초록 (Multilingual Abstract)

This study aims to find out how elementary school children are influenced in revealing environmentally-friendly behaviors by their environmental experience learning, which is programmed with diversity in advance.
The population of this study consists of 250 elementary school children of 5th and 6th grades from two schools in Jeju Do which are very similar in natural and cultural circumstances, one of which is designated as the experimental group that take part in environmental experience learning, and the other as the comparative group that do only classroom-oriented learning.
The program for environmental experience learning is made up of the following 4 types of activities: environment exploring activities, environment observing activities, nature experiencing play activities, making activities with waste materials. The hours for these activities are from those for free activities, special activities, tour activities, extra-curricular activities, etc.
The results of the study are based on the statistical analysis of the 492 questionnaires obtained from the 250 children questioned twice, before and after the experiment, with 4 invalid questionnaires excluded.
The questionnaires contain 6 sections: ecological knowledge, environmental activities and educational experiences, environmen-tal attitudes, environmental sensitivity, normative beliefs, and environment-protective behaviors, which are restructured based on preceding studies.
The statistical analysis of this study adopts Frequency & Descriptives, Cronbach' α, Item-Discrimination and t-test, and the significant level is 5％.
The results of this analysis are summarized as follows:
1. The environmental experience learning program, since it is made up of the four types of environmental experience activities: exploring, observing, playing and making, and carried out systematically for enough time, turns out to be participated in actively by all the children.
2. Comparing the mean values of the experimental group and the comparative group, we can see that the pre-experiment shows slight differences(sectionally, -0.09∼0.23) but the post-experiment shows big differences(sectionally, 0.50∼0.88). Especially, the section of environment-protective behaviors, the arrival point of environmental education, shows the biggest difference(0.88).
3. The pre and post t-test results of both groups indicate that the experimental group shows significant differences (p<0.05 : 3/65(3 items of the whole 56 items), p<0.001 : 53/56) but the comparative group does not(p<0.05 : 5/56, p<0.001 : 7/56).
Especially in the section of environment-protective behaviors, which is probably the visible effect of environmental education, the experimental group shows significant differences in all of the items(p<0.05 : 0, p<0.001 : 14), but the comparative group shows no significant differences.
Some overall results of this study are given below:
1. The environmental experience activities, carried out systemati-cally categorized into the four types: exploring, observing, playing and making, are actively participated in by the children, a lot of good results being obtained.
2. As the environmental experience learning program provides the opportunities for environmental activities and educational experiences, the children are able to get vivid environmentally-friendly knowledge.
3. The environmental experience learning activities, through which all the children find new delights in and are taught by the marvelous nature, influence them very much in building up environmental attitudes and sensitivity, normative beliefs, and environment-protective behaviors, which all belong to emotional and socio-psychological factors.
4. The environmental attitudes and sensitivity, normative beliefs, and environment-protective behaviors strengthened through the environmental experience learning activities prove to be deeply related with the revealing of environmentally-friendly behaviors, the final goal of environmental education.
5. To maximize environmentally-friendly behaviors in elementary practical arts education, we should manage to develop various and systematic environmental education programs and to secure stable and enough amount of hours for environmental education in the subject of practical arts education and in free and special activities.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성과 목적 = 1
• 2. 연구문제 = 5
• 3. 연구의 모형 = 5
• 4. 용어의 정의 = 6
• 5. 연구의 제한 = 7
• Ⅱ. 이론적 배경 = 8
• 1. 환경 친화적 행동의 개념적 고찰 = 8
• 2. 환경 친화적 행동의 관련 변인 고찰 = 24
• 3. 초등학교 학생들의 환경 친화적 행동 모형 = 31
• 4. 체험학습의 교육적 효과에 대한 고찰 = 33
• 5. 현장체험학습 = 41
• Ⅲ. 연구의 방법 = 43
• 1. 연구의 대상 = 43
• 2. 변인 선정 = 43
• 3. 조사 도구의 개발 = 46
• 4. 자료의 수집방법 = 47
• 5. 자료의 분석 = 47
• 6. 환경체험학습 프로그램의 개발과 적용 = 47
• Ⅳ. 연구의 결과 및 해석 = 55
• 1. 환경 친화적인 지식의 습득 = 55
• 2. 환경활동 및 교육 경험의 축적 = 57
• 3. 환경에 대한 태도의 형성 = 58
• 4. 환경에 대한 감수성의 형성 = 60
• 5. 환경 규범적 신념 = 62
• 6. 환경 보전적 행동의 발현 = 63
• Ⅴ. 요약과 결론 및 제언 = 66
• 1. 요약 = 66
• 2. 결론 = 68
• 3. 제언 = 69
• 참고문헌 = 71
• ABSTRACT = 74
• 부록 1 - 질문지 = 78
• 부록 2 - 질문지의 항목별 분석 결과 = 85