선행조직자 모형을 적용한 체험환경교육의 효과에 대한 연구

다국어 초록 (Multilingual Abstract)

There are various teaching methods in educational spots. The best teaching method can be different depending on ‘who’ teaches what to whom under what condition. Thus, for desirable teaching activity, it's necessary to understand diverse teaching methods and apply them appropriately. This study is to find the best way for maximizing the efficiency of ‘environmental education through experience’ and ,in an effort for that, to inquire advanced organizer model, basic assumption and instruction theory and to prove the efficiency of applying advanced organizer model based on ‘environmental education through experience’.
Boys and girls in fourth and sixth grade of elementary school living in Seoul city were selected as the subject of this study and ‘tracks for natural ecology’ of environmental experience school run by researchers associate located on Yeongi-gun, Chungcheongnam-Do are selected as project site. About measuring parameter, researchers did it by distinguish-
ing experimental group from control group depending on whether it applied advanced organizer model or not and based on questionnaire in explaining about the name and three characteristics(use, characteristic of its name, ecological characteristic) of 15 kinds of tree in ‘tracks for natural ecology’ as a part of explaining-woods program for elementary school students.
The result was that the group having received ‘environmental education through experience’ with advanced organizer model applied showed higher efficiency of learning and applying advanced organizer model increased the satisfaction about explaining-woods program. And applying advanced organizer model brings higher efficiency in not only practically applied contents but also in the whole program.
Therefore teaching and learning method of advanced organizer model can be applied to ‘environmental education through experience’. For higher efficiency, it's necessary to apply more various advanced organizer model and utilize it actively. If diverse teaching and learning methods are introduced in ‘environmental education through experience’ and their efficiency can be analyzed and applied, it can contribute to development of ‘environmental education through experience’ greatly.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 = 3
• 3. 연구의 제한점 = 3
• 4. 용어의 정의 = 3
• Ⅱ. 이론적 배경 = 5
• 1. 체험환경교육 = 5
• 1) 체험환경교육의 의의 및 필요성 = 5
• 2) 체험환경교육의 목표 = 6
• 3) 체험환경교육의 발달 배경 = 10
• 2. 선행조직자 모형 = 11
• 1) 선행조직자의 의미와 특성 = 11
• 2) 선행조직자 모형의 목적과 기본가정 = 12
• 3) David Ausubel의 유의미 학습 = 15
• 3) 선행조직자 모형의 수업절차 = 19
• Ⅲ. 연구방법 = 25
• 1. 연구범위 = 25
• 2. 연구대상 = 25
• 3. 실험설계 = 26
• 4. 검사도구 = 26
• 1) 개인적 특성(Characteristic) = 27
• 2) 체험환경교육 효과(Effect) = 27
• 5. 자료분석 = 27
• 6. 선행조직자 모형의 수업 전개 = 27
• 1) 산문체를 이용한 선행조직자 제시 = 28
• 2) 동영상을 이용한 선행조직자 제시 = 28
• 3) 도식을 이용한 선행조직자 제시 = 29
• 4) 그림을 이용한 선행조직자 제시 = 30
• 5) 자연생태탐방로를 이용한 숲 해설 = 31
• Ⅳ. 연구 결과 및 해석 = 32
• 1. 대상의 개인적 특성 = 32
• 2. 체험환경교육의 효과 = 36
• Ⅴ. 결론 및 제언 = 41
• 1. 결론 = 41
• 2. 제언 = 42
• 참고문헌 = 43
• ABSTRACT = 45
• 부록 1 선행조직자 모형을 제시한 숲 해설 지도안 = 47
• 부록 2 선행조직자 모형을 제시하지 않은 숲 해설 지도안 = 48
• 부록 3 숲 해설 내용 = 49
• 부록 4 선행조직자 모형을 적용한 체험환경교육의 효과측정 검사지 = 57
• 감사의 글 = 60