생태·환경 관련 전공자와 일반인의 성장시기별 자연경험 특징 비교 분석

Abstract

In this study, the experiences of nature of ordinary people and of those majored the environmental or ecological disciplines were typified through comparative analysis of its features, to provide basic data of adolescent experiences of nature education. The experiences of nature held by ordinary people and by those majored the environmental or ecological disciplines were typified and classified into four categories of the playing activities related with experiences of nature at each stage of growth, the exploratory activities associated with experiences of nature, the experiences of nature acquired through school hours, and the activities of voluntary service involved with experiences of nature. The 10 people majored the disciplines of environment or ecology and 5 ordinary people were selected as a total of 15 subjects of this study. step-by-step features of the natural experience of volunteer activities, James, Bixler, Vadala (2010 the model of) it was analyzed based on. The results and conclusions of this study are as follows. Firstly, the playing activities of ordinary people and of those majored the disciplines environment or ecology associated with experiences of nature at each stage of growth were examined and was not observed difference between each other. Elementary school time in the in the common, imitation play, creative play, but the body play has been frequently performed, in adults and secondary school, it was revealed at the center of the body of the theater. Activities in nature is creativity, taking into account the positive educational effect on the sensitivity and social, as theatrical activities in nature is actively carried out in the period of elementary school, the role of nature experience learning the promotion of home and school it can be seen to be necessary. Secondly, the exploratory activities of ordinary people and of those majored the disciplines environment or ecology associated with experiences of nature at each stage of growth were also examined and, the active explorative activities of people majored the disciplines of environment or ecology were found that such active explorative activities were originated from the simple playing activities in nature of childhood. The scope of the guides or facilitators originally comprised family members and those of the age shared such playing activities in nature in childhood was expanded to the extent embracing teachers, professional specialists, and even people sharing same tastes together with the expansion of the ground of such activities from neighborhood to local community. For the case of ordinary people, the scope of explorative activities conducted. Thus ecological · environmental Department than the general population, it can be seen as while growing their nature experience competence go to constitute the meaning of exploration activities gradually excellent. Thirdly, the experiences of nature of ordinary people and of those majored the disciplines of environment or ecology acquired through educational courses in schools were comparatively examined and the experiences of nature in the classroom of the majors and the general public of school-related ecological · environment, but can be seen to be similar for the same curriculum, according to the personal curiosity and interest, it can be seen that the exit difference in deepening education after University. However, the general people nature experience education in cooperation with career and occupation is considered to be necessary for fusion human resources required in future societies. Fourthly, the voluntary service activities of ordinary people and of those majored the disciplines of environment or ecology related with experiences of nature at each stage of growth were examined and, the results obtained from the examination revealed the civil consciousness and sociality of people were cultivated through positive experiences of nature. Therefore, the development of diverse social voluntary service programs associated with experiences of nature for ordinary adults is needed.;본 연구는 생태·환경 관련 전공자와 일반 성인의 성장시기별 자연경험을 유형화하고, 그 특징을 비교 분석하여 청소년기의 자연 경험 교육의 기초자료를 제공하는데 그 목적을 둔다. 연구 참여자는 생태·환경 관련 전공자 10명과 일반인 5명으로 총 15명으로. 개인면담을 통한 질적 연구를 수행하였다. 연구 대상자에게 미리 면담질문지를 전달하여 생각할 수 있는 시간을 충분히 주었으며, 개인별 면담시간에 특별한 제한을 두지 않았다. 자연 경험의 유형은 자연과 관련된 놀이활동, 탐구활동, 학교 수업, 봉사활동의 4가지 영역으로 구분하여 분석하였고, 자연 경험의 단계별 특징은 James, Bixler, Vadala(2010)의 모델을 바탕으로 분석하였다. 본 연구의 결과 및 결론은 다음과 같다. 첫째, 생태·환경 관련 전공자와 일반인의 자연경험과 관련된 놀이 활동은 서로간의 차이가 나타나지 않았다. 공통적으로 초등학교 시기에는 모방놀이, 창조놀이, 신체놀이가 빈번하게 행해졌으나, 중등학교와 성인기에는 신체놀이 위주로 나타났다. 자연 경험이 창의성, 감수성과 사회성에 미치는 긍정적인 교육 효과를 고려할 때, 초등학교시기에 자연 속 놀이 활동이 적극적으로 이루어질 수 있도록 가정과 학교의 자연 경험 학습 촉진 역할이 필요하다고 볼 수 있다. 둘째, 생태·환경 관련 전공자는 초등학교시기의 단순한 탐구활동이 청소년기를 거쳐 성인이 되면서 체계적이고 전문적인 탐구활동으로 확장되었으며, 일반인은 단순한 탐구활동에만 머물고 있는 것으로 나타났다. 또한 전공자의 탐구활동에 영향을 준 안내자는 초등학교시기에는 가족, 또래친구였으나 중등학교시기 및 성인이 되면서 교사, 전문가, 동호인으로 그 범위가 확대되었다. 따라서 생태·환경 관련 전공자는 일반인에 비해 자신의 자연 경험을 성장하면서 점진적으로 탐구활동의 의미를 구성해나가는 역량이 뛰어나다고 볼 수 있다. 셋째, 생태·환경 관련 전공자와 일반인의 학교 수업에서의 자연 경험은 동일한 교육과정으로 인해 유사하다고 볼 수 있으나 개인적 호기심과 관심도에 따라 대학교 이후의 심화 교육에 의해 차이가 나는 것을 볼 수 있다. 그러나 미래사회에서 요구되는 융합인재양성을 위하여 일반인들에게도 진로·직업과 연계된 자연 경험 교육이 필요하다고 생각된다. 넷째, 생태·환경 관련 전공자와 일반인의 자연 경험과 관련된 봉사활동을 분석한 결과, 전공자와 일반인 모두 초등학교시기의 자연경험을 기억하지 못하였다. 중등학교 때는 평가를 위한 타의적 봉사활동이었고, 성인기에는 동호회, 소모임 등 집단성 봉사활동을 자의적으로 하고 있었다. 세계 시민의식과 사회적 문제해결 역량 함양을 위해 전공자뿐만 아니라 일반인에게도 자연 경험과 관련된 사회봉사프로그램을 개발하여 교육기회를 제공할 필요가 있다.