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NTIS 바로가기한국과학교육학회지 = Journal of the Korean association for science education, v.34 no.5, 2014년, pp.499 - 510
The purpose of this research is to understand interactive learning during docent-led tours in a science museum focusing on scaffolding. We developed a scaffolding framework by collating the work of other researchers in related fields. The results show that scaffolding included three dimensions: purp...
핵심어 | 질문 | 논문에서 추출한 답변 |
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Vygotsky의 주장에 따르면 학습은 어떻게 이루어지는가? | 사회문화적 학습 이론의 효시라고 할 수 있는 Vygotsky (1978)의 주장에 따르면, 학습은 학습자가 이미 도달해 있는 ‘실제적 발달 수준(Actual developmental level, ADL)’과 성인의 안내 또는 보다 유능한 또래와의 상호작용을 통해 도달할 수 있는 ‘잠재적 발달 수준(Potential developmental level, PDL)’ 사이의 ‘근접발달영역(Zone of proximal development, ZPD)’ 내에서 이루어진다. 따라서 인지 수준이 높은 동료나 교사와의 상호작용이 학습 과정과 결과에 큰 영향을 미친다고 할 수 있으며(Steffe & Gale, 1995), 이는 학습을 촉진해주고 중재해줄 수 있는 안내자가 있을 때 그 효과가 더 잘 나타남을 의미하는 것이다. | |
과학관이나 자연사 박물관은 어떤 교육적 의미를 갖는가? | 과학관이나 자연사 박물관은 어린이부터 성인에 이르기까지 다양한 관람객과 전시물간의 역동적인 상호작용이 일어나는 대표적인 비형식 교육의 장으로서(Choi et al., 2004) 학생들의 학교 밖 교육 활동뿐만 아니라 일반 대중을 위한 평생교육의 공간으로서 그 교육적 의미를 갖는다. 그런데 이렇게 과학관이나 자연사 박물관을 방문하는 것 자체가 본질적으로 사회적 특성이 강해서(Leinhardt et al. | |
전시물 중심 학습 관점에 기반하여 관람자들의 해석과정을 파악할 필요가 있는 이유는? | (2000)은 구성주의적 박물관 학습에 대한 논의를 바탕으로, 박물관에서 진행되는 학습이 관람객의 개인적, 물리적 맥락뿐만 아니라 사회문화적 맥락 내에서도 어떻게 선택되는지의 의미와 관련이 있음을 주장하였다. 한편, Rowe (2002)는 전시물이 관람객들의 경험과 학습을 매개시켜 관람객들이 능동적으로 의미를 구성할 수 있게 하기 때문에, 박물관 학습에서 전시물의 역할과 중요성을 이해할 필요가 있다고도 하였다. 즉 학습을 개인이 속한 사회와 문화 전체의 맥락으로 바라보는 사회문화적 접근과 더불어, 전시물 중심 학습(Paris, 2002)의 관점에 기반하여 전시물에 대한 관람자들의 해석과정을 파악할 필요가 있다는 것이다. |
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