지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2021.11
- 수록면
- 115 - 138 (24page)
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초록· 키워드
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The museum is an open place in which anyone can easily visit and enables non-formal, free education based upon exhibitions. The number of visitors has increased to have various experiences and education as well. In addition, many families who visited the museum have increased gradually due to importance of lifelong education and increase in leisure time. Thus, the museums have provided various programs to the family members who visited and wanted family education. In this context, family education programs are currently being carried out in various museums. However, there are still many educational programs that are simple family experience education or only at the level of children.
This study aimed to present education program in which all family members could participate in initiatively in the museum which is non-formal educational environment and also, put emphasis on PBL Process as an appropriate teaching-learning model accordingly. Based upon characteristics of educational environment of the museum, the PBL education program that requires family participation was investigated. Thus, the family participation museum education program was designed and developed to see its various aspects and then, applied to analyze results of education program and discover the experiences through family participation education. The education program was carried out with families who had children from 3rd grade to 6th grade in elementary schools. A total of 15 families in 33 members participated in this research. Also, it’s carried out with literature review, case study, program development, application, result analysis and conclusion in sequence. The pre-and post-questionnaire, reflection journal and interview were used as research tools and then, collected after completion of education program to analyze quantitatively and qualitatively. The research results were classified into cognitive, emotional and social aspects which were learning domains of PBL and then, common keyword were discovered from the collected data while considering components of family-friendly education program that were classified into subcategory for analysis.
In conclusion, the adequacy of family participation education program in the museum and PBL was determined and also, its positive impact on the family relationship was found. According to the findings, it played a role as co-learner which means equal leaner through scaffolding between parents and children from the cognitive aspect. In the emotional aspect, the affinity between family members increased with joy. During the museum education in the short term, the family members could feel joy and their relationship improved in terms of emotion while participating in the activity in a stable, comfortable atmosphere within their intimate relationship. In the social aspects, they were encouraged to have active communication and conversation and interact with each other during the collaborative learning. In this process, this study came to conclusion that family members share their thought while coming up with new meaning and recognizing that they’re different. In addition, positive perceptions of museum education and family involvement were also confirmed.
The significance of this study was that all family members participated in the museum education as co-learners and worked on together. It’s expected to see that this study could help understand the family participation education in the museum using PBL model and furthermore, contribute to further studies on the continuous program development, especially for education program that all family members could participate in.
This study aimed to present education program in which all family members could participate in initiatively in the museum which is non-formal educational environment and also, put emphasis on PBL Process as an appropriate teaching-learning model accordingly. Based upon characteristics of educational environment of the museum, the PBL education program that requires family participation was investigated. Thus, the family participation museum education program was designed and developed to see its various aspects and then, applied to analyze results of education program and discover the experiences through family participation education. The education program was carried out with families who had children from 3rd grade to 6th grade in elementary schools. A total of 15 families in 33 members participated in this research. Also, it’s carried out with literature review, case study, program development, application, result analysis and conclusion in sequence. The pre-and post-questionnaire, reflection journal and interview were used as research tools and then, collected after completion of education program to analyze quantitatively and qualitatively. The research results were classified into cognitive, emotional and social aspects which were learning domains of PBL and then, common keyword were discovered from the collected data while considering components of family-friendly education program that were classified into subcategory for analysis.
In conclusion, the adequacy of family participation education program in the museum and PBL was determined and also, its positive impact on the family relationship was found. According to the findings, it played a role as co-learner which means equal leaner through scaffolding between parents and children from the cognitive aspect. In the emotional aspect, the affinity between family members increased with joy. During the museum education in the short term, the family members could feel joy and their relationship improved in terms of emotion while participating in the activity in a stable, comfortable atmosphere within their intimate relationship. In the social aspects, they were encouraged to have active communication and conversation and interact with each other during the collaborative learning. In this process, this study came to conclusion that family members share their thought while coming up with new meaning and recognizing that they’re different. In addition, positive perceptions of museum education and family involvement were also confirmed.
The significance of this study was that all family members participated in the museum education as co-learners and worked on together. It’s expected to see that this study could help understand the family participation education in the museum using PBL model and furthermore, contribute to further studies on the continuous program development, especially for education program that all family members could participate in.
목차
Ⅰ. 서론
Ⅱ. 이론적 배경
Ⅲ. 연구방법
Ⅳ. 연구결과
Ⅴ. 결론
참고문헌
Abstract
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