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
- 학위논문
- 저자정보
- 발행연도
- 2019
- 저작권
- 서울대학교 논문은 저작권에 의해 보호받습니다.
이용수4
이 논문의 연구 히스토리 (2)
- 이 논문의 후속연구가 궁금하신가요?
- 연관 학술논문 또는 학술발표를 통해 보다 발전된 연구결과를 확인하실 수 있습니다.
- 이 논문의 연구 히스토리 확인하기
초록· 키워드
오류제보하기
이 연구는 제주 해녀학교가 어떠한 과정으로 운영되고 해녀학교 학생들은 어떻게 배움을 얻는지 파악하는 데에 목적이 있다.따라서 연구자가 직접 2018년 제11기 제주 한수풀 해녀학교 입문양성반에 입학하여 제주 한수풀 해녀학교가 설립 배경과 운영과정, 학생들의 입학동기와 배움, 그리고 제주 해녀학교 지니는 환경교육적 의미를 사례 연구를 통해 알아내고자 한다.
이를 위해 7명의 연구 참여자를 선정하고 참여관찰, 심층면담 그리고 문서자료 수집을 이용하여 연구 자료를 수집하였다. 연구 저널과 연구내용을 전사하고 반복 읽기를 통해 의미 있는 곳을 표시하며 마지막으로 수집한 자료를 속성에 맞게 분류하고 범주화하는 연구 방법을 이용하였다.
연구 결과 첫째, 학교의 물리적·관계적 장과 학생들의 다양한 입학 동기를 확인하였고 둘째, 이론과 실습, 그리고 행사 등으로 구성된 학교 교육과정을 알아보았으며 셋째, 학생들의 전통생태지식과 공동체 문화를 발견하였다.
본 연구의 결과를 통한 환경교육 측면의 함의는 첫째, 제주 해녀학교는 제주해녀가 지닌 생태문화다양성을 보존하고 확대하는 역할을 한다는 것과 둘째, 제주 해녀학교 학생들이 제주 해녀학교 졸업 후 정치생태학적 커먼즈로서 ‘제주 바당’을 인식한다는 것이다.
이를 위해 7명의 연구 참여자를 선정하고 참여관찰, 심층면담 그리고 문서자료 수집을 이용하여 연구 자료를 수집하였다. 연구 저널과 연구내용을 전사하고 반복 읽기를 통해 의미 있는 곳을 표시하며 마지막으로 수집한 자료를 속성에 맞게 분류하고 범주화하는 연구 방법을 이용하였다.
연구 결과 첫째, 학교의 물리적·관계적 장과 학생들의 다양한 입학 동기를 확인하였고 둘째, 이론과 실습, 그리고 행사 등으로 구성된 학교 교육과정을 알아보았으며 셋째, 학생들의 전통생태지식과 공동체 문화를 발견하였다.
본 연구의 결과를 통한 환경교육 측면의 함의는 첫째, 제주 해녀학교는 제주해녀가 지닌 생태문화다양성을 보존하고 확대하는 역할을 한다는 것과 둘째, 제주 해녀학교 학생들이 제주 해녀학교 졸업 후 정치생태학적 커먼즈로서 ‘제주 바당’을 인식한다는 것이다.
목차
제 1 장 서론 ································································· 1제 1 절 연구 목적과 필요성 ·············································· 11. 문제제기 ················································································· 12. 연구 질문 ··············································································· 3제 2 절 연구 방법 ································································· 41. 연구 과정과 사례 연구 ······················································· 42. 자료수집 ················································································· 53. 연구 참여자 ··········································································· 74. 자료 분석 ··············································································· 85. 연구 현장 ··············································································· 9제 2 장 이론적 배경 ··················································· 12제 1 절 생물문화다양성 ······················································· 12제 2 절 전통생태지식 ··························································· 15제 3 절 제주해녀 ··································································· 171. 제주해녀의 위기 ··································································· 172. 제주해녀의 전통생태지식 ··················································· 203. 제주해녀의 공동체 문화 ····················································· 22제 3 장 연구 결과 ····················································· 25제 1 절 배움의 발판 ····························································· 251. 배움의 장 ··············································································· 252. 배움의 동기 ··········································································· 29제 2 절 배움의 형성 ····························································· 331. 교육과정 ················································································· 332. 물질 ························································································· 36제 3 절 배움의 결실 ····························································· 391. 해녀학교 학생들의 전통생태지식 ····································· 392. 해녀학교 학생들의 공동체 문화 ······································· 42제 4 장 논의 및 결론 ··············································· 46제 1 절 함의 ············································································ 461. 제주 해녀학교에서의 생물문화다양성의 가치 ··············· 462. 정치생태학적 커먼즈 ‘제주 바당’ ····································· 49제 2 절 결론 ············································································ 52참고문헌 ········································································ 55부록 ················································································· 60Abstract ········································································ 65
최근 본 자료
댓글(0)
0