발견 학습 기반 박물관 교육프로그램 개발 연구: 수도국산달동네박물관을 중심으로 (A Study of Museum Education Program Development Based on Discovery Learning at the Sudoguksan Museum of Housing and Living)

서지정보

· 발행기관 : 국립민속박물관
· 수록지 정보 : 어린이와 박물관 연구 / 16호 / 97 ~ 123페이지
· 저자명 : 김현정

초록

현대사회는 지식과 정보가 넘쳐나고 사회는 빠르게 변화한다. 이러한 시대에는 단순히 지식을 전달하는 방식의 학습이 아닌 학습자가 중심이 되어 주체적으로 탐구 및 발견의 과정을 통해 지식을 습득할 수 있는 학습의 중요 성이 강조된다.
이에 본 연구에서는 학습자 중심 교육인 발견 학습을 기반으로 한 박물관교육프로그램을 개발 및 운영하였다. 이를 통해 박물관이라는 교육환경에서 적용가능한가 그리고 개발된 발견 학습 기반 교육프로그램이 발견 학습의 교육적 효과를 거둘 수 있는지 확인하고자 하였다.
연구는 수도국산달동네박물관을 중심으로 발견 학습 기반 교육프로그램인‘찾아라! 송림동 일등 런닝맨’을 개발한 후 이를 직접 운영하였다. 또한 개발된 프로그램이 유의미한 교육인지 확인하고자 교육에 참여했던 학습자 들을 대상으로 타당화 조사를 진행하였다. 타당성 확인을 위해 인천광역시 관내‘ㅅ’초등학교 4학년 3개 70명을 대상으로 교육을 실행하였고 6월 27일~ 6월 29일 3일간 이들 교육 참여자를 대상으로 설문조사, 마인드맵, 참여 관찰을 진행하였다. 그 결과 발견 학습의 교육적 효과인 학습내용에 대한 이해, 의사소통과 협동 능력, 학습에 대한 흥미와 동기유발, 다각적인 문제해결과 관련하여 학습자에게 유의미한 성과를 확인할 수 있었다.
이를 통해 박물관이라는 독특한 교육환경에서의 발견 학습이 가능하며, 학습자들에게 긍정적 효과를 나타날 수있는 교육임을 확인할 수 있었다. 이는 학습자가 중심이 되어 주체적으로 지식을 형성해야 하는 현대사회에 박물 관교육의 구체적인 교수학습방법으로 다양한 학습의 개발을 위한 기초자료가 될 수 있음에 의의가 있다. 이에 다양한 학습이론을 적용하여 학습자가 중심이 되어 적극적으로 교육에 참여할 수 있는 다채로운 박물관 교육프로 그램이 개발 및 운영될 수 있기를 기대한다.

영어초록

Modern society overflows with knowledge and information, and society changes at a breakneck pace. In this era, the importance of learning where the learner becomes central and actively gains knowledge through exploration and discovery is emphasized as opposed to learning as a method of simply transferring knowledge. Furthermore, in museums, education is conducted centered on its collection allowing for education linked with practical life as well as exploration-based learning. However, while most museums pursue constructivist learning where the learner can form their own knowledge, a lot of museums still conduct education using the form centered on an education provider transferring knowledge.
Therefore, in this research, we developed and operated a museum education program based on discovery learning, which is a learner-centric type of education. Through this we aimed to examine whether discovery learning with the characteristics of linkage with practical life can be realized in the educational environment that is a museum, and whether such discovery learning-based education programs that have been developed can have the educational effects of discovery learning.
This research developed and operated the education program ‘Let’s find the number 1 Running Man in Songlim-dong!’ based on discovery learning focusing on the Sudoguksan Museum of Housing & Living. In addition, we conducted verification targeting the learners who participated in the education in order to confirm whether this education was meaningful. We conducted surveys, mind-maps, and participatory observation on 70 students in 3 groups of 4th graders from ‘S’ Elementary school within Incheon Metropolitan City who participated in the education in the 3 days from June 27th~29th for verification.
Through the results we could confirm the educational effect of discovery learning in a meanngful way to learners related to understanding and long-term memory of the learning content, communication and cooperation skills, interest in and motivation for learning, and multi-facet problem solving. First, in relation to understanding and long-term memory of the learning contents, we identified the key words that we were aiming for including the history and geography of the region, speed and units, and the living conditions in the house. Through this we were able to confirm that they understood the learning content and that related knowledge had formed.
However, in relation to long-term memory, this education which was conducted by solving many problems in a short period of time did not yield a meaningful result.
Through this, we were able to confirm that discovery learning is possible in the unique educational environment of a museum, and that it is a type of education that can have a positive effect on learners. Furthermore, this research is meaningful in that as a concrete teaching and learning method for museum education in modern society, which needs the learner to be central in independently form knowledge, it can be used as basic data for the development of various learning methods. Therefore, we hope that education can be conducted in museums where various learning theories are applied to conduct education where the learner is central to the process.

참고자료

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