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NTIS 바로가기한국과학교육학회지 = Journal of the Korean association for science education, v.37 no.1, 2017년, pp.181 - 192
This study aims to examine the educational effects of the SSI program using Digital Storytelling (DST) approaches. Since DST provides students opportunities to express their own opinions in the form of stories and to share learning outcomes through the web, we developed and implemented SSI program b...
핵심어 | 질문 | 논문에서 추출한 답변 |
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스토리텔링이란? | 본 연구에서는 디지털 환경을 SSI 수업에 적용한 형태 중 하나로, 디지털스토리텔링(Digital-Storytelling, 이하 DST) 활동에 기초한 SSI 수업을 개발 및 적용하고 그 교육적 효과를 탐색해보고자 한다. 먼저 스토리텔링은 주어진 하나의 주제를 에피소드로 엮어 이야기를 만드는 활동으로, 인류의 오래된 의사소통 방법 중 하나이다. 흔히 ‘이야기하기’ 활동으로 일컬어지는 스토리텔링은 기술과 구술 등 그 표현 방법에 따라 다양한 모습을 취하며, 교육 분야에서는 새로운 개념을 이해하고 학습내용을 내면화하는 데 도움을 주는 하나의 방안으로 널리 활용되고 있다(Choi, 2014). | |
DST는 시공간에 제약받지 않는 상호작용을 어떻게 일으키는가? | 나아가 DST는 인터넷을 기반으로 시공간에 제약받지 않는 상호작용을 가능하게 한다(Nam & Ka, 2014). 예를 들어, 제작한 디지털 스토리를 SNS를 활용해 공유할 수 있으며, 제작자와 수요자의 명확한 구분 없이 모두가 함께 이야기의 창작과정에 참여할 수 있다. 이러한 이유로 Robin(2008)은 DST를 적용한 교육이 시공간의 제약이 없는 확장된 커뮤니티 속에서 의사소통하고 지식을 구성해나가는 능력을 기르는데 효과적이라고 주장하였다. | |
DST은 디지털 네이티브 세대에게 어떠한 교육활동으로 작용할 수 있는가? | Lee(2011)는 DST를 매우 광범위한 미적 활동으로 정의하면서, 파워포인트를 활용한 슬라이드 쇼, 여러 사진의 조합, 디지털 비디오 포맷의 동영상 등 디지털 기기를 이용하여 제작한 다양한 종류의 스토리텔링을 모두 포함한다고 보았다. 일부 학자들은 DST를 적용한 교육이 소위 디지털 네이티브(digital native)라 불리는 세대의 창의력, 의사소통능력, 공감능력, 시각적⋅미디어 문해력 등을 증진할 수 있는 매우 의미 있는 교육활동이라고 주장하고 있다(Chung, 2006; Davis, 2004; Meadows, 2003; Sadik, 2008). |
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