• The Bulletin of The Korean Astronomical Society
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• v.41 no.1
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• pp.52.3-52.3
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• 2016

비형식학습의 준비된 장소이며 대표적인 비형식 과학교육 기관인 천체투영관은 세계적으로 약 3000개 이상이 설치되었으며 국내에도 약 100여 곳이 운영되고 있다. 이제 국내에서도 천체투영관의 양적 증가가 아닌 질적 향상을 위한 노력과 함께 관련 연구가 시급하다. 또한 비형식학습을 통한 대국민의 천문학 인식 제고를 위하여 천체투영관의 교육적 활용에 대한 연구 또한 필요하다. 천체투영관의 교육적 활용을 위한 연구의 기초자료를 만들기 위하여 국내 80개 천체투영관 운영자들을 전화로 인터뷰하여 천체관의 현황을 조사하였다. 1)국내 천체투영관의 연방문객은 약 200만 명, 2)디지털방식의 투영장치를 갖춘 천체투영관이 조사된 천체투영관의 약 80%, 3) 돔스크린의 크기가 10m 미만인 곳은 조사된 천체투영관의 약56%를 차지하는 것으로 조사되었다. 이번 발표에서는 조사결과와 함께 천체투영관의 교육적 활용에 대한 연구 방향을 제시해 보고 관심 있는 관계자들의 의견을 듣고자 한다.

• Journal of the Korean earth science society
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• v.27 no.2
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• pp.130-139
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• 2006

Natural history museums used to be called an "informal learning institute". It is based on the assumption that their exhibition and exhibits are supposed to reflect school science curriculum and support school science programs. This study is to explore how this assumption is verified in terms of content-wise connections between school science and museum exhibits. In this study, 461 Earth Science related exhibits were selected from the Smithonian Museums and the American Museum of Natural History in the U.S. and analyzed with several instruments. The instrument targeting on Earth Science curriculum was framed based on the Third International Mathematics and Science Study (1993) and the National Science Curriculum Standards (1996). Other than content-wise connections, this study investigated exhibition characteristics related to better learning of science: these characteristics were types of activities, exhibition media, exhibition technology, and presentation methods. The nature of science shown in exhibits were examined as well. Natural history museums were reconsidered for their relevance and potential as informal educational venues from this study.

• 한국지구과학회:학술대회논문집
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• 2004.02a
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• pp.22-22
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• 2004

• Journal of Korean Elementary Science Education
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• v.43 no.2
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• pp.337-352
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• 2024

This study develops an informal science education program based on a creative design for the promotion of participation and action and explores the validity and effectiveness of the program. The program consists of three mini-projects, namely, The Martian: Surviving from the Mars, So Good to Have Seonjeongneung, and Designing a Sunshine Restaurant, with distinct topics focusing on the localization and contextualization of the region in which the program was implemented to encourage students' participation and action. The researchers selected three topics for each mini-project through discussions and revisions. The program is designed for 42 lessons across the three mini-projects and offers a presentation session in which students present their learnings from the program, constructed to facilitate personal contextualization. Participants included 15 elementary school students from Grades 5 and 6 who took surveys before and after the program. The pre-post surveys comprised two dimensions, 'Participation and Action' and 'Positive Experience about Science,' to examine the effectiveness of the program. At the end of the survey, we added a self-descriptive question that allows students to freely write down their feelings and thoughts. We checked the students' thoughts. The effectiveness of the program was illustrated by the largest increase in the "safe society" category, whereas there was little increase in other categories under the 'participation and Action' dimension in the Korean Science Education Standards. 'Science-related Self-concept' exhibited the largest increase, whereas the other categories displayed little increase from the 'Positive Experience about Science' dimension category.

• Journal of Science Education
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• v.33 no.1
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• pp.142-151
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• 2009

The purpose of this study is to investigate how much the programs of astronomy museums reflect the contents and objectives of current science curriculums. To attain the aim, comparison and analysis on the museum programs and science curriclum have been made. Five domestic astronomy museums have been selected. The contents and forms of their programs have been studied and appreciated by assessment instruments for astronomy museum programs. The assessment instruments were devised in consideration of both the science curriculums of the Ministry of Education(1997) and the achievement and evaluation criteria of the Korea Institute of Curriculum and Evaluation. The findings of this study are summarized as follows: The astronomy museums reflect most of the learning elements of science curricula concerning astronomy. These results indicate that the astronomy museum as an informal education institute is comparatively well connected to science education. The 5thgrade science curriculum reflected mostly on the museum programs, and too many of the astronomy museum programs were in forms of panel exhibition. Science curricula fared well but they failed to reflect the curricular objectives, which resulted in relatively low assessment scores. It is suggested that the findings of this study can be a foundation and act as guidance for selecting and developing astronomy museum programs which include the contents of the science curriculums more substantially.

• Journal of The Korean Association For Science Education
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• v.35 no.4
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• pp.751-772
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• 2015

Valid and effective science education would require research-based decisions on multiple aspects of science education including policy decisions, science curriculum development, designing teaching resources and methods. However, this has not been the case. In order to provide a research base for science education practices and policy-making, this study reviewed research articles published in major science education research journals in South Korea in the last ten years. The analysis was focused on 8 areas including student conceptions, student thinking, inquiry, affective domain, student ideas about science, science curriculum, students' learning and classroom activity, and student learning in informal settings. General research trends found include: First, science education research conducted for the past decade focused on a certain limited topics/areas. Second, research participants were also limited to certain grade levels or types of students. Third, rather than examining developmental processes descriptive research was prevalent. Fourth, there was a lack of research on developing new areas of study or research on generation of new perspectives, theories or tools. Fifth, many studies were related to school science learning while relatively less studies were about other areas that would impact students' future. Based on the results, we suggest several implications for science curriculum development, policy development, science teaching and learning resources, and others.

• Journal of the Korean earth science society
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• v.28 no.7
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• pp.803-810
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• 2007

The purpose of this study is to develop and apply assessment standards for the reflection of science museum exhibitions in science curriculum. Assesment standards were developed based on the national achievement standards for earth science in elementary school. The researchers measured the reflection level and evaluation scale by applying the developed assesment standards to exhibitions in the National Science Museum. The results of this study showed that the reflection level and evaluation scale of science curriculum far elementary school in the National Science Museum were measured as 52% and 3.53 respectively. Especially, the level of the reflection of science curriculum in the National Science Museum was found to be at the high level in Geologic field and Astronomic field. These results indicate that the National Science Museum as an informal education institute is comparatively well connected to science education of elementary school. Science museum should be connected with school education and it should start after a substantial reflection on the curriculum. For this, science museum need to develop standards that reflect science curriculum. From this point of view, the results of this study can be used as basic data that evaluate the level of connection between science museum and school education and that guide the direction of development of science curriculum.

• Journal of Korean Elementary Science Education
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• v.42 no.3
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• pp.421-433
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• 2023

This study examined the reasoning of gifted elementary science students in a socioscientific issues (SSI) classroom discussion on COVID-19-related trash disposal challenges. This study aimed to understand the characteristics of evidence use and decision-making difficulties in each type of SSI-related reasoning. To this end, the transcripts of 17 gifted students of elementary science discussing SSIs in a classroom were analyzed within the framework of informal reasoning. The analysis framework was categorized into three types according to the primary influence involved in reasoning: rational, emotional, and intuitive. The analysis showed that students exhibited four categories of evidence use in SSI reasoning. First, in the rational reasoning category, students deemed and recorded scientific knowledge, numbers, and statistics as objective evidence. However, students who experienced difficulty in investigating such scientific data were less likely to have factored them in subsequent decisions. Second, in the emotional reasoning category, students' solutions varied considerably depending on the perspective they empathized with and reasoned from. Differences in their views led to conflicting perspectives on SSIs and consequent disagreement. Third, in the intuitive reasoning category, students disagreed with the opinions of their peers but did not explain their positions precisely. Intuitive reasoning also created challenges as students avoided problem-solving in the discussion and did not critically examine their opinions. Fourth, a mixed category of reasoning emerged: intuition combined with rationality or emotion. When combined with emotion, intuitive reasoning was characterized by deep empathy arising from personal experience, and when combined with rationality, the result was only an impulsive reaction. These findings indicate that research on student understanding and faculty knowledge of SSIs discussed in classrooms should consider the difficulties in informal reasoning and decision-making.

• The Bulletin of The Korean Astronomical Society
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• v.36 no.1
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• pp.79.1-79.1
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• 2011

비형식교육의 장인 과학관은 전시물과 그 전시물을 설명한 판넬 등을 통하여 교육적 기능을 담당한다. 비형식 교육의 중요성 때문에, 과학관 전시는 전시물과 내용이 관람자와 교감하고 상호작용해야 할 뿐만 아니라 관람자에게 설득적으로 구성될 필요가 있으며, 하나의 공간에서 학습과 휴식이 어우러지면서 즐거움을 제공할 수 있어야한다. 이러한 과학관 전시의 요구사항을 충족시키기 위하여 가장 우선적으로 도입할 수 있는 방법이 스토리텔링이다. 스토리텔링은 '이야기하다'로서 관람객들에게 흥미 유발의 기능을 가지며, 그 효과가 단순 나열식보다 훨씬 크다. 하지만 스토리텔링기법에도 지식과 정보량에 있어서는 단점이 있다. 이것을 보완하기 위한 한 방법으로 전시물 설명에 논증 기법의 도입이 대두되고 있다. 즉, 거시적인 관점에서는 스토리텔링을 이용한 하나의 스토리를 도입하는 한편, 미시적인 관점에서는 논증의 구조를 따른 설명문을 이용한다면, 관람객들에게 흥미와 함께 지식과 정보를 모두 줄 수 있다. 이 연구에서는 논증과 스토리텔링의 조화된 결합을 통해 과학관의 전시를 재배열하는 작업을 수행하였다. 거시적인 관점과 미시적인 관점에서의 점검기준으로 영국의 자연사 박물관과 국립과천과학관 자연사관 우주와 지구관의 전시물의 구조를 분석 하였다. 그 결과 영국의 자연사 박물관과는 달리 국립과천과학관의 전시물은 스토리 내용, 설명문의 내용, 체험위주의 전시물이 부족하였다. 따라서 현 과천과학관의 전시물에 대해 스토리텔링과 Booth 등(2008)과 Lawson(2003)의 논증과의 조화를 도입하는 것이 바람직하다.

• Journal of Korean Elementary Science Education
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• v.27 no.3
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• pp.211-220
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• 2008

This study examined pre-service science teachers' perceptions of informal learning by adopting a discourse analysis method suggested by Mortimer and Scott(2003). The guiding research questions were: (1) What are some general patterns of the discourse occurring in science museums between a teacher and a student? (2) In what ways do the pre-service teachers perceive informal learning and teacher's role in informal settings? The 7 pre-service science teachers participated in this study. Each of them shepherd an elementary student around the museum and implemented their own instruction using a pre-planed lesson plan. Results indicated that even though the teachers had learned some characteristics of informal teaming in their college courses, they tended to implement their traditional view of science teaming into the instruction and the view affected them to set up their teaching purposes and contents, and to select communicative approach, patterns of discourse and ways of intervention.