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J. Korean Soc. People Plants Environ. 2012;15(6):401-406. Published online December 30, 2012.
DOI: https://doi.org/10.11628/ksppe.2012.15.6.401
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- Abstract
- This study was carried out to investigate the impact of after-school horticultural activities on the environmental awareness and the emotional intelligence of elementary school students. We conducted after-school horticultural activities, using various plant cultivation experiences and recycling, once a week for every Wednesday from April 18, 2012 to July 18, 2012, total 13 times with 13 students of an elementary school in Yeongcheon, Gyeongsangbukdo. After the after-school horticultural activities, the environmental awareness was improved by 21.8 points from 110 points to 131.8 points(P<0.01). The emotional intelligence was improved by 8.6 points from 61.6 points to 70.2 points(P<0.05). The sub-factor emotional control was improved by 3.8 points from 20.3 points to 24.1 points(P<0.05). In addition, the emotional utilization was improved by 3.6 points from 11.5 points to 15.1 points(P<0.01). The emotional awareness and the emotional empathy did not show any significant difference statistically after the after-school horticultural activities but the score increased. Out of this result, it can be conclude that the after-school horticultural activities of elementary school students is effective in improving the correct understanding and knowledge on the nature and developing the emotional intelligence which is assessed as one of the most important elements for establishing social relationship. It is expected that it would be a great help to solve the social problems related to children’s emotion if horticultural activities are conducted for elementary students not only in schools but also in connection with each student’s home in long-term base.
Keywords :Emotional application;Emotional awareness;Emotional expression;Emotional regulation;Empathy;Horticultural therapy
