근거이론 접근법을 적용한 초등학생 농촌체험활동의 생태적 감수성에 관한 연구

초록

[Purpose] As the demand for rural tourism increases as the number of travel days increases due to the revision of elementary and middle school curriculum and the implementation of the five-day workweek, rural areas are developing and operating experiential activities corresponding to education, leisure, and culture based on pluralistic values. In particular, from an educational perspective, rural experiential programs have great environmental educational significance because they allow students to not only directly encounter nature, but also develop ecological sensitivity and learn attitudes toward living in harmony with nature. [Methodology]Accordingly, this study aims to deeply analyze the specific experiences and perceptions of elementary school students who experienced rural experiential programs through a grounded theory approach, to examine how rural experience activities stimulate and expand ecological sensitivity, and to provide baseline data for improving their operational efficiency. To conduct this study, we reviewed previous research, designed an open-ended, semi-structured questionnaire, and conducted in-depth interviews with eight upper-grade elementary school students and four teachers. [Findings]The raw data transcribed from the interview records were analyzed using the grounded theory approach suggested by Strauss & Corbin(1998) in the order of open coding, axial coding, and selective coding. In the open coding process, a total of 15 upper categories, 33 lower categories, and 222 concepts were derived, and a paradigm model was designed with these categories. [Implications] Through these results, this study closely examined the construct of ecological sensitivity in the context of elementary school students’ rural experience activities. These results indicate that rural experiential learning fosters students’ ecological awareness and behavioral change. Above all, the fact that rural learning programs go beyond providing simple experiences and serve as an educational device that stimulates students' ecological sensitivity and realizes attitude changes enhances the significance and value of this study. Furthermore, by suggesting the content that rural experiential programs as experiential environmental education should be improved, we hope that it can be used as basic data for operators of experiential farms to operate and manage rural experience activities.

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