한국유아교육연구 제20권 2호 (p.301-325)

지속가능발전교육 관점의 숲 체험활동이 유아의 환경보전지식과 환경 친화적 태도에 미치는 영향

The effects of forest activities based on the education for sustainable development on environmental preservation knowledge and pro-environmental attitude in young children
키워드 :
지속가능발전교육,숲 체험활동,환경보전지식,환경친화적태도,education for sustainable development,forest activities,environment preservation knowledge,pro-environment attitude

초록

본 연구는 지속가능발전교육 관점의 숲 체험활동이 유아의 환경보전지식과 환경 친화적 태도에 미치는 영향을 알아보는데 그 목적이 있다. 연구대상은 만 5세 유아 34명을 선정하였으며 수집된 자료는 SPSS WIN21.0 프로그램을 이용하여 독립표본 t검증으로 분석하였다. 연구결과 지속가능발전교육 관점의 숲 체험활동이 유아의 환경보전지식과 환경 친화적 태도에서 통계적으로 유의한 차이를 보였다. 결론적으로 지속가능발전교육 관점의 숲 체험활동이 유아의 환경보전지식과 환경 친화적 태도에 긍정적인 영향을 미쳤다고 볼 수 있으며, 유아교육현장에서 지속적으로 전개된다면 유아의 환경보전지식과 환경 친화적 태도 발달을 향상시킬 수 있는 의미 있는 활동이 될 수 있음을 시사한다.
The purpose of this study is to determine the effects of forest activities based on the education for sustainable development on environment preservation knowledge and pro-environment attitude in young children. The subjects of this study are a total of 34 children of age 5 consisting of an experimental group of 17 and a comparative group of 17 in S Daycare Center located in G-gun. In order to determine the effects of forest activities based on the education for sustainable development on environment preservation knowledge and pro-environment attitude in young children, the data collected from pre and post test between the experimental and comparative groups were compared and analyzed with an independence t test using SPSS(Statistical Package for the Social Science)WIN21.0 program. According to the result of this study the experimental group which did forest activities based on the education for sustainable development showed that environment preservation knowledge and pro-environment attitude in young children improved more than the comparative group which did forest activities according to life themes. As for these results, it can be seen that forest activities based on the education for sustainable development positively affected environment preservation knowledge and pro-environment attitude in young children. In conclusion, this implies that if forest activities based on the education for sustainable development are consistently developed in kindergartens, they could be activities to improve environment preservation knowledge and pro-environment attitude in young children.