초등학생의 식물에 대한 경험 분석 및 생태적 소양과의 관계

Abstract

This study was conducted for investigating the characteristics of childrens 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. Childrens 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. Childrens ecological literacy and experiences in plants were not different with a place of residence but had difference with sexual. Most childrens experiences in plants had correlation with ecological literacy. Ecological sensibility was the most important variable for explanation of the relation between childrens ecological literacy and experiences in plants. It is recommended that supplying experiments in plants to children is important for promoting their ecological literacy.