Browse > Article
http://dx.doi.org/10.5467/JKESS.2009.30.1.127

Characteristics of Children's Interactive Learning in a Natural History Museum  

Kim, Ki-Sang (Korea Foundation for the Advancement of Science and Creativity)
Lee, Sun-Kyung (BK21 Science Education for the Next Society, Seoul National University)
Kim, Chan-Jong (Department of Earth Science Education, Seoul National University)
Publication Information
Journal of the Korean earth science society / v.30, no.1, 2009 , pp. 127-140 More about this Journal
Abstract
The purpose of this study was to explore the characteristics of children's interactive learning focusing on the Vygotsky's ZPD (the zone of proximal development) in a natural history museum as a representative free-choice learning context. We focused on the understanding of peer dyadic discourses and data were collected from 13 peer groups of children (3rd and 4th graders) who were videotaped all conversations occurred as they visited around the exhibits with no predetermined path. The transcribed data were analyzed by the developmental level of ZPD system and the discourse within an ADL (an actual developmental level) was overwhelmingly common in the conversations between child-child dyads. The representative discourse by discourse types were parsed according to three constructs of ZPD. Children formed the intersubjectivity through semiotic mediation such as conversations and exhibits and ended up with the similar situation definition. In conclusion, the details of discourses of the most impressive dyad were looked into focusing on the scientific concept. The study implies that a natural history museum becomes a meaningful resource to offer a deeper understanding of the nature of children's learning as an informal learning setting.
Keywords
informal learning; natural history museum; the zone of proximal development; interactive learning; visitor study;
Citations & Related Records
Times Cited By KSCI : 1  (Citation Analysis)
연도 인용수 순위
1 이현우 역, 2005, 체인징 마인드: 사람의 마음을 움직이는 7가지 지렛대. 재인, 서울, 390 p
2 Perkins, D., 2007, Learning for later and learning from now, A Culture of Thinking. Conference conducted at the Bialik College, Melbourne, AU
3 김지현, 2000, 비고츠키의 지식점유과정과 언어매개기능에 관한 교육학적 고찰. 서울대학교 교육학박사학위논문, 226 p
4 신동희, 2004, 과학교육의 변화: 과학적 소양(scientificliteracy)의 추구. 국어교육학연구, 21, 95-119
5 Rahm, J., 2004, Multiple Modes of Meaning-Making in a Science Center. Science Education, 88, 223-247   DOI   ScienceOn
6 Ramey-Gassert, L., Walberg III, H.J., and Walberg, H.J., 1994, Museums as science learning environments. Science Education, 78, 345-363   DOI   ScienceOn
7 Wertsch, J.V, 1984, The zone of proximal development: Some conceptual issues. In Rogoff, B. and Wertsch, J.V (eds.), Children's learning in the zone of proximal development. Jossey-Bass, San Francisco, USA, 7-18
8 Schauble, L. Beane, D.B., Coates, G.D., Martin, L.M.W., and Sterling, P.V., 1996, Outside the classroom walls: Learning in informal environments. In Schauble, L. and Glaser, R. (eds.), Innovations in learning new environments for education. Mashwah, NJ, USA, 5-24
9 Mielke, K.W. and Miller, J.D., 1995, The influence of informal science education on the development of scientific and mathematical literacy. Paper presented at the annual conference of the American Association for the Advancement of Science, Atlanta, USA
10 Vygotsky, L.S., 1986, Thought and language. MIT Press, MA, USA, 287 p
11 Vygotsky, L.S., 1978, Mind in society: The development of higher psychological processes. Harvard University Press, Cambridge, MA, USA, 159 p
12 김기상, 허준영, 이선경, 김찬종, 2007, 비형식 교육환경에서 일어나는 부모와 아동의 대화 특성: ZPD 체계를 중심으로. 한국과학회지, 27, 382-847   과학기술학회마을
13 Ramey-Gassert, L., 1997, Learning science beyond the classroom. The Elementary School Journal, 97, 433-450   DOI   ScienceOn
14 윤초희, 2003, 또래간 상호작용이 아동의 추론의 미치는 영향. 교육심리연구, 17, 289-314
15 Draper, L., 1984, Friendship and the museum experience: The interrelationship of socialites and learning. Unpub lished Ph. D. dissertation, University of Califomia, Berkeley, USA
16 Griffm, P. and Cole, M., 1984, Current activity for the future: The Zo-Ped. In Rogoff, B. and Wertsch, J.V (eds.), Children's learning in the zone of proximal development. Jossey-Bass, San Francisco, USA, 45-64
17 Blank, M. and White, S.J., 1998, Activating the zone of proximal development in schooling: Obstacles and solutions. In Lloyd, P. and Fernyhough, C. (eds.), Les Vygotsky: Critical assessment, Vol III: The zone of proximal development. Routledge, London, UK, 331- 350
18 Rennie, L.H. and McClafferty, T.P., 1996, Science centres and science learning. Studies in Science Education, 26, 53-98
19 Valsiner, J. and Van der Veer, R., 1998, The encoding of distance: The concept of the zone of proximal development and its interpretations. In Lloyd, P. and Femyhough, C. (eds.); Les vygotsky: Critical assessment, Vol III: The zone of proximal development. Routledge, London, UK, 331-350