한국지구과학회지 (Journal of the Korean earth science society)

  • 제42권1호
  • /
  • Pages.102-117
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  • 2021
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  • 1225-6692(pISSN)
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  • 2287-4518(eISSN)
한국지구과학회 (The Korean Earth Science Society)
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국내외 극지 교육 프로그램 분석

Analysis of Polar Education Programs

  • 최하늘 (이화여자대학교 과학교육과) ;
  • 정수임 (은행고등학교) ;
  • 최영진 (이화여자대학교 과학교육과) ;
  • 강현지 (이화여자대학교 과학교육과) ;
  • 전주영 (이화여자대학교 과학교육과) ;
  • 신동희 (이화여자대학교 과학교육과)
  • Choi, Haneul (Department of Science Education, Ewha Womans University) ;
  • Chung, Sueim (Eunhaeng High School) ;
  • Choi, Youngjin (Department of Science Education, Ewha Womans University) ;
  • Kang, Hyeonji (Department of Science Education, Ewha Womans University) ;
  • Jeon, Jooyoung (Department of Science Education, Ewha Womans University) ;
  • Shin, Donghee (Department of Science Education, Ewha Womans University)
  • 투고 : 2021.01.05
  • 심사 : 2021.01.18
  • 발행 : 2021.02.28
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초록

본 연구에서는 국내외 극지 관련 연구소 및 기관에서 운영하고 있는 극지 교육 프로그램의 교수 학습 특징을 분석하여 국내 극지 교육 프로그램에 대한 개선 방향을 제공하고자 한다. 이를 위해 극지연구소에서 제공하는 데이터베이스를 활용하여 33개국 45곳의 극지 관련 연구소 및 기관 중 최종적으로 9개국 16곳의 연구소 및 기관에서 현재 운영하고 있는 120개의 프로그램을 선정했다. 교육 대상, 교수자, 교육 기간, 교육 장소, 운영 방식, 교수 학습 내용, 교수 학습 방법을 분석 기준으로 하여 프로그램들을 분석했다. 연구 결과 교수자, 운영 방식, 교육 장소, 교수 학습 방법에서 국내외 프로그램의 유의미한 차이가 발견되었다. 이를 토대로 실제 프로그램 사례를 통해 극지 교육의 저변 확대, 극지 교육 프로그램 교육 방법의 다양화, 극지 교육의 체계화 측면에서 국내 극지 교육 개선 방향에 대해 논의했다. 본 연구는 극지에 대한 과학, 사회·경제·문화적 가치와 중요성을 토대로 우리나라의 극지 교육과 문화를 더욱 확산, 지속할 수 있는 구체적인 방안을 제시한다.

This study analyzed the learning characteristics of polar education programs operated by polar research institutes in domestic and foreign countries and aims to provide directions for improving domestic polar education programs. Using the database provided by the Korea Polar Research Institute (KOPRI), 120 programs from 16 research institutes in 9nine countries were selected. Each program was analyzed based on educational level, instructor, education period, learning place, learning environment, learning content, and learning method. Significant differences in domestic and foreign programs in terms of instructors, operational methods, educational places, and learning methods were found. Based on these findings, we discuss the direction for improving domestic polar education by expanding the base of polar education, diversifying the learning methods, and systematizing polar education using examples of actual programs. Based on the scientific, social, economic, and cultural values and importance of the polar region, this study presents specific directions to further spread and sustain polar education and culture in Korea.

키워드

과제정보

본 연구는 2020년도 극지연구소 지원을 받아 수행된 PAP 지원 사업임.

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