본 연구는 박물관 교육의 모형을 답사형 박물관 연계 모형, 단발형 박물관 연계 모형 그리고 지속형 박물관 연계 모형으로 나누어 정리해 보았다. 또한 지속형 박물관 연계 모형을 채택하여, 구성주의에 입각한 학교-박물관 연계 교육 프로그램 설계하고 적용해 보았다. 본 연구는 개발 연구의 특성상 주요 목적이 교수-학습 모형 정리와 지속형 박물관 연계 모형에 입각한 프로그램 개발 및 설계 적용에 있기 때문에, 그 설계 개발 과정에 중점을 두고 있다. ...
본 연구는 박물관 교육의 모형을 답사형 박물관 연계 모형, 단발형 박물관 연계 모형 그리고 지속형 박물관 연계 모형으로 나누어 정리해 보았다. 또한 지속형 박물관 연계 모형을 채택하여, 구성주의에 입각한 학교-박물관 연계 교육 프로그램 설계하고 적용해 보았다. 본 연구는 개발 연구의 특성상 주요 목적이 교수-학습 모형 정리와 지속형 박물관 연계 모형에 입각한 프로그램 개발 및 설계 적용에 있기 때문에, 그 설계 개발 과정에 중점을 두고 있다. 따라서 평가 결과에 대한 분석은 개발자의 인식적 단계에서 이뤄지고, 평가의 활동 역시 만족도에 관한 측정에 그쳤음을 밝혀둔다.
본 연구는 박물관 교육의 모형을 답사형 박물관 연계 모형, 단발형 박물관 연계 모형 그리고 지속형 박물관 연계 모형으로 나누어 정리해 보았다. 또한 지속형 박물관 연계 모형을 채택하여, 구성주의에 입각한 학교-박물관 연계 교육 프로그램 설계하고 적용해 보았다. 본 연구는 개발 연구의 특성상 주요 목적이 교수-학습 모형 정리와 지속형 박물관 연계 모형에 입각한 프로그램 개발 및 설계 적용에 있기 때문에, 그 설계 개발 과정에 중점을 두고 있다. 따라서 평가 결과에 대한 분석은 개발자의 인식적 단계에서 이뤄지고, 평가의 활동 역시 만족도에 관한 측정에 그쳤음을 밝혀둔다.
A museum has typically been viewed as an institution for the preservation of cultural heritage. Lately, however, that plays increasingly different roles as a place for not only the collection and preservation of cultural heritage but sociocultural education. A museum can be utilized for educatio...
A museum has typically been viewed as an institution for the preservation of cultural heritage. Lately, however, that plays increasingly different roles as a place for not only the collection and preservation of cultural heritage but sociocultural education. A museum can be utilized for educational purposes in two different ways. One is that a museum conducts educational programs by itself, and the other is providing educational programs in collaboration with schools. The purpose of this study was to delve into museum-school cooperative education, since every school could produce the best learning effects by capitalizing on a variety of museums as a medium of education. As museums deal with multiple fields such as nature, biology, science, history and art, they makes it possible to actualize integrated thematic education in a diverse manner. According to the developmental characteristics of preschoolers, activity-centered and play-centered learning is prevailing in kindergarten education, and integrated education is taken for granted in that field. So kindergartens and preschoolers can benefit the most from museum-aided education. This study looked into three selected museum-aided educational models: exploratory model, one-time model and sustainable model. Specifically, a sustainable school-museum collaborative educational model was designed and applied in this study based on constructivism. As this study primarily aimed at arranging teaching-learning models and developing and applying a sustainable museum-assisted educational program, the focus of the study was placed on the process of design and development. Therefore, it should be noted that only the satisfaction level of learners with the program developed in this study was investigated to evaluate the program, and that the evaluation data were analyzed just from this researcher's own cognitive angles as a developer. Chapter II described the history, function and characteristics of museum education, and shed light on constructivism and constructivistic museums. The characteristics of the cognitive development of preschoolers that marked the unique features of kindergarten education were examined based on Piaget's Cognitive Development Theory, and two selected museums to which preschoolers paid the most visit in our country were analyzed to figure out the reality of museum-assisted kindergarten education: Samsung Children's Museum and Children's Museum in the National Museum of Korea. Chapter III looked into the three museum-aided kindergarten education programs that were respectively based on exploratory, one-time and sustainable models. The exploratory museum-aided teaching model was designed to let children receive education in a museum in the form of on-the-spot survey. The one-time museum-aided teaching model was designed to provide experiential education to visitors just a time. The sustainable museum-assisted teaching model was designed to offer integrated academic education through a museum about selected monthly learning themes. The sustainable museum-aided teaching model could be defined as an integrated thematic academic education model, which provided integrated academic education about the themes of the yearly educational program by utilizing a museum. In this chapter, the yearly educational themes of kindergartens were arranged, and museums were selected from Seoul in accordance with the annual themes. Chapter Ⅵ designed a sustainable museum-aided educational program through the help of an expert. After that was tried out for a month, the satisfaction level of teachers and preschoolers who participated in this study was assessed by conducting a survey, having an interview and making an observation. As a result, all the preschoolers and teachers gave high marks to the educational model in terms of satisfaction level, interest level and its effect on peer relationship. The preschoolers found that quite satisfactory, and the teachers showed interest in the new teaching approach and intended to apply it in the future. As a consequence, the sustainable museum-assisted educational program could be regarded as one of early childhood education methods to maximize the effects of museum education. If a museum is applied as one of educational media to materialize thematic education from diverse angles, the success of thematic education will be guaranteed. In the future, kindergartens are expected to take advantage of museums to bolster museum education.
A museum has typically been viewed as an institution for the preservation of cultural heritage. Lately, however, that plays increasingly different roles as a place for not only the collection and preservation of cultural heritage but sociocultural education. A museum can be utilized for educational purposes in two different ways. One is that a museum conducts educational programs by itself, and the other is providing educational programs in collaboration with schools. The purpose of this study was to delve into museum-school cooperative education, since every school could produce the best learning effects by capitalizing on a variety of museums as a medium of education. As museums deal with multiple fields such as nature, biology, science, history and art, they makes it possible to actualize integrated thematic education in a diverse manner. According to the developmental characteristics of preschoolers, activity-centered and play-centered learning is prevailing in kindergarten education, and integrated education is taken for granted in that field. So kindergartens and preschoolers can benefit the most from museum-aided education. This study looked into three selected museum-aided educational models: exploratory model, one-time model and sustainable model. Specifically, a sustainable school-museum collaborative educational model was designed and applied in this study based on constructivism. As this study primarily aimed at arranging teaching-learning models and developing and applying a sustainable museum-assisted educational program, the focus of the study was placed on the process of design and development. Therefore, it should be noted that only the satisfaction level of learners with the program developed in this study was investigated to evaluate the program, and that the evaluation data were analyzed just from this researcher's own cognitive angles as a developer. Chapter II described the history, function and characteristics of museum education, and shed light on constructivism and constructivistic museums. The characteristics of the cognitive development of preschoolers that marked the unique features of kindergarten education were examined based on Piaget's Cognitive Development Theory, and two selected museums to which preschoolers paid the most visit in our country were analyzed to figure out the reality of museum-assisted kindergarten education: Samsung Children's Museum and Children's Museum in the National Museum of Korea. Chapter III looked into the three museum-aided kindergarten education programs that were respectively based on exploratory, one-time and sustainable models. The exploratory museum-aided teaching model was designed to let children receive education in a museum in the form of on-the-spot survey. The one-time museum-aided teaching model was designed to provide experiential education to visitors just a time. The sustainable museum-assisted teaching model was designed to offer integrated academic education through a museum about selected monthly learning themes. The sustainable museum-aided teaching model could be defined as an integrated thematic academic education model, which provided integrated academic education about the themes of the yearly educational program by utilizing a museum. In this chapter, the yearly educational themes of kindergartens were arranged, and museums were selected from Seoul in accordance with the annual themes. Chapter Ⅵ designed a sustainable museum-aided educational program through the help of an expert. After that was tried out for a month, the satisfaction level of teachers and preschoolers who participated in this study was assessed by conducting a survey, having an interview and making an observation. As a result, all the preschoolers and teachers gave high marks to the educational model in terms of satisfaction level, interest level and its effect on peer relationship. The preschoolers found that quite satisfactory, and the teachers showed interest in the new teaching approach and intended to apply it in the future. As a consequence, the sustainable museum-assisted educational program could be regarded as one of early childhood education methods to maximize the effects of museum education. If a museum is applied as one of educational media to materialize thematic education from diverse angles, the success of thematic education will be guaranteed. In the future, kindergartens are expected to take advantage of museums to bolster museum education.
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