The following thesis was proposed in order to provide basic data for related studies in order to invigorate biodiversity related education by analyzing ties between school science education and informal educational institutes.
Research questions for the thesis were: First, how is the definition...
The following thesis was proposed in order to provide basic data for related studies in order to invigorate biodiversity related education by analyzing ties between school science education and informal educational institutes.
Research questions for the thesis were: First, how is the definition, importance, declination, and conservation of biodiversity portrayed in the science subject of the 2009 revised curriculum? Second, how is the definition, importance, declination, and conservation of biodiversity portrayed in domestic exhibitions? Third, in the aspects of biodiversity, what are the linkage between school science education and informal educational institutes’ exhibitions?
In order to answer abovementioned research questions, analyzation on biodiversity categories and correlation of the ties between the common subject of the 2009 revised curriculum and informal educational institutes― Kyung Hee University Natural History Museum, National Institute of Biological Resources, Bucheon Ecopark, Seodaemun Museum of Natural History, Sungshin Women’s University Museum of Natural History, Ewha Womans University Natural History Museum ? were made.
The category was divided into 4 parts: definition, importance, declination, and conservation. Each categories were then divided into sub categories. The correlation was categorized into high relevance, relevance, and no relevance.
As a result, in the science subject of the 2009 revised curriculum, 3rd and 4th grade curriculum had the highest portrayal, and highest frequency of all grade clusters. The chapters that deals with the definition, importance, declination, and conservation of biodiversity was only taught in ‘life and environment’chapter in 5th and 6th grade cluster. In informal educational institutes’ exhibitions, biodiversity related contents were portrayed with high frequencies, but mostly only limited to displaying specimens, thus categorized in ‘definition’ section of biodiversity. From the analyzed informal educational institutes, the National Institute of Biological Resources portrayed definition, importance, declination, and conservation in evenly distributed manner. In the linkage between school curriculum and exhibitions, tendencies to portray the meaning of biodiversity had shown most frequently, but low linkage was found in the biodiversity categories. It is thus proposed that specimen stored in informal educational institute be utilized further in order to provide a comprehensive education on biodiversity.
Through the results, analysis on the linkage between science curriculum and informal educational institutes’ exhibitions and the environments biodiversity education was noted. It is believed that this data will a valuable basic data for those who continue to further develop studies on the linkage between science education and informal educational institutes.
The following thesis was proposed in order to provide basic data for related studies in order to invigorate biodiversity related education by analyzing ties between school science education and informal educational institutes.
Research questions for the thesis were: First, how is the definition, importance, declination, and conservation of biodiversity portrayed in the science subject of the 2009 revised curriculum? Second, how is the definition, importance, declination, and conservation of biodiversity portrayed in domestic exhibitions? Third, in the aspects of biodiversity, what are the linkage between school science education and informal educational institutes’ exhibitions?
In order to answer abovementioned research questions, analyzation on biodiversity categories and correlation of the ties between the common subject of the 2009 revised curriculum and informal educational institutes― Kyung Hee University Natural History Museum, National Institute of Biological Resources, Bucheon Ecopark, Seodaemun Museum of Natural History, Sungshin Women’s University Museum of Natural History, Ewha Womans University Natural History Museum ? were made.
The category was divided into 4 parts: definition, importance, declination, and conservation. Each categories were then divided into sub categories. The correlation was categorized into high relevance, relevance, and no relevance.
As a result, in the science subject of the 2009 revised curriculum, 3rd and 4th grade curriculum had the highest portrayal, and highest frequency of all grade clusters. The chapters that deals with the definition, importance, declination, and conservation of biodiversity was only taught in ‘life and environment’chapter in 5th and 6th grade cluster. In informal educational institutes’ exhibitions, biodiversity related contents were portrayed with high frequencies, but mostly only limited to displaying specimens, thus categorized in ‘definition’ section of biodiversity. From the analyzed informal educational institutes, the National Institute of Biological Resources portrayed definition, importance, declination, and conservation in evenly distributed manner. In the linkage between school curriculum and exhibitions, tendencies to portray the meaning of biodiversity had shown most frequently, but low linkage was found in the biodiversity categories. It is thus proposed that specimen stored in informal educational institute be utilized further in order to provide a comprehensive education on biodiversity.
Through the results, analysis on the linkage between science curriculum and informal educational institutes’ exhibitions and the environments biodiversity education was noted. It is believed that this data will a valuable basic data for those who continue to further develop studies on the linkage between science education and informal educational institutes.
Keyword
#생물다양성 비형식교육 비형식교육기관
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