• Journal of the Korean Chemical Society
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• v.59 no.1
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• pp.45-53
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• 2015

This research aims to study on educational methods of Nature-Study extracted through a wide body of literatures and meaning of Nature-Study toward today's science education. For this, viewpoints of Nature-Study were drown by previous historical study about Nature-Study. And educational methods of Nature-Study based on viewpoints of Nature-Study were abstracted by collecting and analyzing of literatures. Meaning of Nature-Study toward today's science education was considered. The research resulted in the following; First, Nature-Study emphasize the sympathy with nature, aim for integrated subject study and include non-formal study from a viewpoint of 'studying with nature'. Second, Nature-Study aim for outdoor activities, emphasize experiences than texts, value fundamental observation from a viewpoint of 'study through first-hand experiences'. Third, Nature-Study value interest of students, support the study for all students, emphasize the teachers' role as a helper from a viewpoint of 'learner-centered education'. Nature-Study is suggested to change view of point over to science education through nature toward today's science education.

• Journal of the Korean Chemical Society
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• v.58 no.1
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• pp.118-125
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• 2014

This study purposes to historical approach the formation process of Nature-Study, and to re-evaluate its definition and direction at present. The idea of Nature-Study originated from Campanella, Ratke and Comenius, who emphasized real things. The idea developed through Object Lessons of Sheldon, the Natural History of Agassiz, and Progressivism of Parker. They acted as the main contributors who evolved the idea of Nature-Study and its core fields that involve: 'studying with real things' in Object Lessons which brought the methodical aspects to the idea, 'studying with nature' from Natural History that enhanced the content characteristics and 'learner-centered education' from Progressivism, which impacted the philosophical aspects. Straight (a fellow student of Agassiz) was a teacher for Sheldon Oswego normal school and Parker's Cook County normal school, who synthesized the fields together and paved the way for the formation of Nature-Study. Jackman of Cook Country normal school established Nature-Study as a school curriculum and Bailey and Comstock of Cornell University formed the American Nature-Study Society and as a result, Nature-Study started to gain popularity. However, many educators increasingly rejected Nature-Study as a unifying topic, and preferred the use of textbooks rather than firsthand experiences. This hindered the nature-study movement and it declined since the 1920s. But today, the Nature-study idea can play a huge role in developing science education, inclusive education centered nature, self-initiated retrieval, sympathy with nature and character building of students.

• Journal of The Korean Association For Science Education
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• v.36 no.4
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• pp.581-589
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• 2016

This research aims to find directions for character education in science education and to analyze Nature-Study theoretically as one of the ways to implement character education in science education. In order to accomplish this, references for character education were collected and analyzed to derive the directions for character education in science education, and then the results were verified by expert workshops composed of 2 science education experts and 4 PhD students. Through the consideration of references for Nature-Study in terms of character education, we supposed to confirm that Nature-Study is an efficient way to implement character education in science education. The research resulted in the following: First, science education should establish it's own role in character education by expanding the domains of value and realizing practice-centered character education. Accordingly, 'Expanded model of character education (The domains of the value)' was developed on the basis of 'formation of relationships' with 'nature & environment, spiritual object' and 'The practice-centered character manifested mechanism' empathized 'formation of relationships' and 'practice' was also diagramed. Second, Nature-Study empathized 'Science Education through Nature' can be one of the efficient ways to implement character education in science education. Nature-Study corresponds with the directions of character education in science education because Nature-Study aims for character education in it's educational purpose and emphasizes 'formation of relationships' with 'nature & environment' and 'practice' in the real world. In conclusion, science education should establish it's own role in character education by expanding the domains of value and realizing the practice-centered character education and Nature-Study is efficient ways to implement character education in science education.

• Hwankyungkyoyuk
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• v.16 no.1
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• pp.25-33
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• 2003

This study aimed to discern the educational meaning of nature experience activity in a nonformal educational program in Korea, focusing on the interaction between a teacher and learners. To achieve this objective, an ethnographic research method was employed using an environmental educational program for children in a nonformal setting. The results of study are as followings. Firstly, the teacher's belief-"young ecologist" shaped its own characteristics of the program. Secondly, the children had a understanding that they learn something about nature(e.g. learning by seeing, dlscovering, recollecting, and awakening). The analysis of teachers' ideas and learners' attitude toward nature experience shows that there exists a gap between the teachers' expectations and the actual ecological changes in the learners' ideas. However, the educational meaning of nature experience can be understood by the unique type of interaction between a teacher and learners. In conclusion, on the basis of this study, it is suggested that educators should be aware of the fact that nature experience can conttribute significantly to the education of children not just from the encounter with nature but also philosophically with regard to our connectedness with nature. Bringing nature into educational contexts can help children to take part in thoughtful perspectives of learning and to devise their own appropriate nature experience.

• Journal of The Korean Association For Science Education
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• v.35 no.6
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• pp.961-970
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• 2015

This study aims to develop the NABI program, which can be applied to science education in school, to realize 'Science Education through Nature' for today's students. The first NABI program was developed based on the viewpoints of education and teaching methods of Nature-Study, and it was revised as the second NABI program through experts' workshop. The second NABI program was applied to 24 third-grade students of an elementary school. The possibility of applying the program to school science education was explored through the analysis of students' qualitative data, along with surveys that were completed by 24 students and 79 current teachers. As a result of applying the program, students were curious about and communed with nature. The program could also realize the learner-centered education and integration of subjects, science with literature and art. The students were interested and wanted to continually participate in the NABI program. The teachers' evaluation of the program deduced that the relationship between the program presenting Nature-Study ideologies could be applied to science education in school. In conclusion, it was found that the NABI program was well reflected in the scope of the Nature-Study, and it can be applied to science education in school. The NABI program proceeds in nine steps: 'Accepting - Choosing - Selecting the common subject - Ice Breaking - Making relationship - Observing - Scaffolding - Expressing - Sharing'. The NABI program is a good way to realize the essence of science education, 'Science Education through Nature', for today's students.

• Journal of Fashion Business
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• v.18 no.4
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• pp.66-79
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• 2014

Unlike other body arts, body painting illuminates the value of art using eco-friendly formative activity and natural environment and highlights the need of eco-friendly activity. However, although body painting has focused on forming right relationship between human beings and nature, there are few researches which are linked with nature art. Therefore, the purpose of this study is to argue the need to study body painting as nature art in connection with natural environment and analyze body painting according to nature art types. The study methods included both theoretical review and empirical review. The theoretical review examined the concept and characteristics of nature art through previous researches and literature and the empirical review looked into the types and works of nature art and applied them to body painting works. The results were as follows. First, an installation type was possible by arranging and attaching certain materials to the body. Second, a physical type was possible by representing body itself as the part of nature. Third, a symbolic type was possible by making body appearance as a some symbol based on artist's idea. Fourth, a sound type was possible by stimulating auditory hallucination using the nature of objects and sensing a sound. Fifth, an ecological type was possible by conveying the message of living things in nature to the body. Sixth, an interior type was possible by inducing indoor installation of works. Seventh, a poetic type was possible by making one feel a poetic inspiration expressed in nature using the mystery of the sea and a simple sequential pattern of floral leaves. Eighth, a drawing type was possible by adding artist's intentional hand with a pictorical technique. Ninth, a indigenous type was possible by reproducing South American indian's primitive style. The review of this study suggests that body painting works have been expressed in experimental and temporary arrangement like nature art in nature and can be applied according to nine types of nature art.

• Journal of architectural history
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• v.3 no.1
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• pp.143-159
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• 1994

Ornament in late nineteenth century Art Nouveau movement, especially abstract ornament in Viennese Art Nouveau, has a very complex aesthetical background. Ornament, for them was not just decorations in outer appearance, but a determinant element of formal languages. Abstract ornament in Viennese Art Nouveau has its theoretical and aesthetical bases in the Interpretation of nature, that is, the theory of the abstract ornament was founded on a new interpretation of nature, which, in its turn, was derived from the differentiational selection of the contemporary views of nature. The modernity of abstract ornament consists in the very fact that it was founded on a new interpretation of nature. This study alms at reviewing how the new interpretation of nature by abstract ornament criticized, rejected and accepted the contemporary views of nature. The overall tendency of this study is to synthesize and analyze the historical background of Viennes Art-Nouveau in regard to aesthetic theories of nature. The analysis method of this study is interpretation of written documents which are related to the issue.

• Journal of the Architectural Institute of Korea Planning & Design
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• v.34 no.4
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• pp.95-102
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• 2018

In this study, existential thoughts in Frank Lloyd Wright's notion of nature were investigated. Wright, a modern architect, presented the idea of creating organic architecture in harmony with nature. His naturalistic romanticism is considered to be the original inspiration for his concept of organic architecture. However, his understanding of architecture in harmony with nature stems from existential ideas in his notion of nature, including humanity. The proposed study analyzes his existential beliefs through his speeches and writings in four categories-love of nature, thoughts of abstract and concrete, nature as being intrinsic and "becoming," and thoughts on science and art. Our analyses reveal that, on the one hand, Wright was inspired by thoughts of naturalistic romanticism born from his disillusionment with city life and an urge to seek life in nature, while, on the other, he also believed that real nature is intrinsic to humans and manifests itself in the very core of their being. He sought to unite humanity, as the interior of nature, with its physical environment, as the exterior of nature. His notion of nature is a "becoming" one that changes with time and space, and varies based on individual humans. In line with these thoughts, Wright sought to create forms not only with respect to mathematical dimensions, but also in consideration of human significance. He considered art and architecture to be born out of an integral thought as a process of humanization. To him, nature is interpreted by humans.

• Journal of Korean Elementary Science Education
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• v.24 no.4
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• pp.360-379
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• 2005

The purpose of this study was to investigate beginning elementary teachers' beliefs about the nature of science. Defining teachers' beliefs as a broad construct, we tried to examine the teachers' understandings about the nature of science. The methodology of this study was a qualitative approach through semi-structured interviews. In an urban area of Korea, five beginning elementary teachers were chosen. The cross-case and grounded theory study design were adopted for the data analysis. The results of data analysis were checked by teachers for internal validity. This study identified the teachers' beliefs about the nature of science suggested by many researchers. The results of this study showed that: 1) beginning elementary teachers did not well understand and were unfamiliar with the meanings of various terms about the nature of science; 2) their beliefs abut the nature of science were broad and various; 3) they understood some parts of the nature of science; 4) there were differences within their understandings about subconcepts of the nature of science.

• Journal of Agricultural Extension & Community Development
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• v.9 no.1
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• pp.75-86
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• 2002

The objectives of this study were to analyze student's nature experience and to identify relationship between nature experience and environmental attitude. This study was conducted by review of literature and mailed survey. The data were collected from purposive sampled university students. Major findings of the study were as follows; 1)The female students had more positive environmental attitude than male, and senior students had more positive environmental attitude than junior students 2)Youth from rural area showed more positive environmental attitude than those of urban area 3)The degree of nature experience was related positively with environmental attitude.