• 한국초등과학교육학회지:초등과학교육
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• 제36권3호
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• pp.273-285
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• 2017

The purpose of this study is to develop a program that enables students to participate in various experiential learning places in order to provide various experiences to students for solve the problem of prejudice to specific places such as science museum, zoo and botanical garden. For this purpose, the surveys were conducted about experiential places and awareness of experiential learning. 88 elementary school teachers participated in the survey. As a result, they were positive about the use of experiential learning in elementary science instruction, but there were responses that a lot of preparations for the progress and efforts were needed. Therefore, if instructional materials and teaching materials for experiential learning are given, it is confirmed that the intention of using is increased. And the results were analyzed and the experiential sites were categorized into 12 types. We could present basic data that can diversify not only the science museum but also science related experiential places. We developed a learning program related to 'The Liquid and Gas' unit of the third grade, And 'Life unit of Plant' unit of the third $4^{th}$ grade. Through this study, we intend to help science experiential learning to be activated and student - centered experiential learning to be realized.

• 한국환경교육학회지:환경교육
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• 제20권1호
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• pp.19-27
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• 2007

This study was intended to answer the question, 'What kinds of effects will be aroused by experiential learning for environment based on living area?'. Experiential learning for environment was operated to 17 elementary school students in 4th grade in Kyeong-san city. The results were drawn analyzing the mind map for the changes of environmental consciousness before and after learning, and they are as below. First, it had an effect to change the meaning association of the relationship between 'river and me'. Meaning association was 'river-a thing' before experiential learning, but it was developed as 'river-a thing-me' after learning. This means that students expanded understanding of the world that they were belonging and self-spatialization was promoted. The expansion of meaning association would be a start point and a method to promote their segmentation for each student. Second, students could self-directly modify misconception and preconception after experiential learning. It showed that students could find meanings in the world that they were belonging by experiential learning for environment, and misconception obtained by concept learning without actual situation could be revised through the truth recognition in meanings, and student could see what things displayed. Therefore preconception would be corrected. Of course, everything would not be completed by just one time of experiential learning, and consistent experience learning should be operated. Third, experiential learning promoted the change of sensitivity. Students had shallow sensitivity, which appeared in the relation with things, since having learned only inside of class without a direct observation. However their sensitivity could be increased by experiencing specific things. Fourth, there was the change of classification recognition. Students found properties of things with a direct observation. It raised their ability to classify things, and to understand an individual thing in 'a class'.

• 직업교육연구
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• 제33권3호
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• pp.19-36
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• 2014

이 연구는 청소년들의 진로체험이 진로성숙도 및 학업성취도에 미치는 효과를 보다 면밀하게 진단하기 위해 미경험자와 경험자간의 무작위성(randomness)을 확보할 수 있는 CEM(Coarsened Exact Matching) 방법을 도입하여 분석하였다. 진로체험은 매칭 후에도 다른 요인을 모두 통제한 상태에서 진로성숙도와 학업성취도에 대해 통계적으로 유의미한 정(+)의 효과가 있는 것으로 나타났다. 이 결과는 중학생과 고등학생을 나누어 분석한 두 가지 결과에서 동일하게 나타났다. 나아가 직접체험과 간접체험을 구분하여 비교 분석한 결과, 두 가지 역시 모두 통계적으로 유의미한 정(+)의 효과를 보여주었으며 진로성숙도에 대한 영향에 있어서 간접체험보다는 직접체험이 더 큰 설명력을 갖는 것으로 나타났다. 이러한 결과는 진로체험이 진로 관련 특성에 도움이 될 뿐만 아니라 학업 관련 특성에도 도움이 된다는 사실을 말해주는 것이라고 할 수 있다. 끝으로 이 연구에서는 진로체험의 필요성을 강조하면서 진로체험 활성화를 위한 정책적 시사점과 이 연구가 가지는 한계점을 함께 제시하였다.

• 의학교육논단
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• 제11권1호
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• pp.11-20
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• 2009

The purpose of this study was to introduce the concepts of experiential learning and the Kolb's model, and to review some applications of experiential learning theory in graduate medical education. The published literature on GME and education for general practitioners applying the experiential theory and the Kolb's model was reviewed. Experience learning defined the cyclical learning process which emphasizes the learners' reflective thinking of the learners' concrete experiences and their active participation in continuous learning actives. Kolb includes this 'cycle of learning' as a central principle in his experiential learning theory. This is typically expressed as a four-stage cycle of learning. Kolb's cycle moves through concrete experience(CE), reflective observation(RO), abstract conceptualization(AC) and active experimentation(AE). Components of continuing education of the adult learner were based on autonomy, context of learning, and competence and performance as educational objectives. Some strategies for graduate medical education were reflective thinking, self-directed learning, morning reporting and feedback with peer review, etc. Opportunities for learning from experience in practical life can be made to enhance reflective thinking and performance of practitioners. Strategies to develop reflective practice among physicians should be explored by further research.

• 의학교육논단
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• 제22권2호
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• pp.93-98
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• 2020

This paper examined the principles of experiential learning theory (ELT) relevant to learning from experience and introduces examples which were applied to medical education from a theoretical perspective. The experiential learning theory encompasses the theories of Dewey, Kolb, and Schon, whose key ideas highlight the continuity of experience, interaction of experience, and reflection. According to ELT, growth is education, and education is a reconstruction of experience. Experiential learning is a way of thinking about the educational process by constructing meaningful learning through reflection-in-action. This paper examines the learning principles of ELT and presents practical examples of the application of ELT and its implications for medical education. An in-depth understanding and application of ELT could benefit the field of medical education.

• 디지털산업정보학회논문지
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• 제19권1호
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• pp.153-172
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• 2023

We look into the theory of experiential learning, which allows learners to design and organize their own lives, as well as to develop the necessary competencies for students who will be living in intelligent information society. We also investigate the teaching and learning methods, as well as the educational contents of artificial intelligence education, and develop an approach to artificial intelligence education that will develop learners' capabilities. As a result, we have investigated the pedagogical needs for artificial intelligence education in elementary and secondary schools, critically reviewed the discussions on experiential learning-based education for artificial intelligence education in elementary and secondary schools, and proposed a plan. Experiential learning achieves comprehension and knowledge acquisition naturally, as well as subject connection and integration. When preparing for artificial intelligence education, practical methods and procedures for developing capabilities in artificial intelligence education, focusing on in-depth learning, inter-subject linkage and integration, life-related learning, and reflection on the learning process, should be considered unavoidable.

• 한국가정과교육학회지
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• 제21권3호
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• pp.83-98
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• 2009

이 연구는 이전 연구들을 중심으로 하여 가정교육에 있어서 지역사회 연계 체험학습과 관련된 기초적인 정보를 제공하고, 또한 인지적 관심을 향상시키는 것에 목적을 둔다. 가정교육 전문가들은 개인과 가족들과 관련된 지역사회의 요구를 인지하고 있음에도 불구하고, 가정과 교육과 관련된 지역사회 연계 체험학습에 관한 연구나 교수학습 방법에 대해서는 거의 언급하지 않았다. 이 연구는 다음과 같은 세 가지의 연구문제를 가지고 이전연구들을 분석하여 그 답을 얻고자 노력하였다. 첫째, 지역사회 연계 체험학습의 교육적 의미는 무엇인가? 둘째, 가정과 교육에서 지역사회 연계된 체험학습을 어떻게 개념화할 것인가? 세 번째, 지역사회 연계 체험학습을 가정과 교육에 어떻게 적용시킬 수 있을 것인가? 더불어 이 연구는 지역사회 연계 체험학습을 가정과 교육에 적용하기 위한 구체적인 전략들과 향후 가정교육 연구와 실천을 위한 제언들을 함께 제시하고 있다.

• 품질경영학회지
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• 제26권3호
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• pp.17-30
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• 1998

Most authorities of the Total Quality Management.(TQM) movement emphasize learning and training as an integral part of TQM, and it is well accepted in practice. However, despite this strong normative emphasis on its role, learning and training has not been systematically addressed in the TQM literature for its contents and a, pp.oaches. I first review the concept of TQM, its principles and implementation process to indentify the needs for learning and training, and the nature of experiential learning and training. I then discuss the necessity and effectiveness of experiential learning and training in TQM.

• 과학교육연구지
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• 제42권2호
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• pp.182-197
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• 2018

본 연구의 목적은 과학 체험학습을 운영하는 과정에서 초등교사가 겪는 어려움과 학교 현장의 분위기를 심층적으로 알아보고자 한 것이다. 본 연구를 위해 과학 체험학습의 활동 경험이 풍부한 5명의 초등교사와 초점집단 면담을 진행하였다. 면담을 통해 체험학습의 운영실태, 과학체험학습의 운영, 계획 수립 및 진행, 평가에 걸쳐 자료를 수집하였다. 본 연구의 주된 결과는 다음과 같다. 교사들은 예산에 대한 고민을 가장 먼저 꼽았으며, 과학교과와 연계하여 체험학습을 운영하고자 하는 경우 교육과정 재구성에 대하여 부담을 지니고 있었다. 또한 과학 체험학습시 과학지식에 대한 전문적 이해가 부족하다고 생각하고 있었으며, 과학교과 전담 교사가 있을 경우 협업의 어려움을 꼽았다. 전체적으로 과학체험학습의 교육적 효과보다 예산이나 장소, 행정적 편의성 등을 먼저 고려하는 경향이 있었다. 본 연구는 기존의 연구들에서 확인하기 어려운 체험학습 주제 선정과 방법, 교육적 기대효과, 고민사항을 확인한 연구로서 의미가 있다.

• 한국과학예술포럼
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• 제19권
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• pp.623-633
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• 2015

Use of technology through utilization of ICT (Information Communication Technology) in field study area is rapidly increasing. Thus, when applying ICT to experiential education, apart from experiential education contents in simple form, the demand for new high quality contents is increasing considering change in education paradigm focusing on creativity. As a result, high quality interactive experiential education content for developing self-directed future talents is required. As a result of this, the development of ARD-based ICT experiential education content system that enhances learning effect of students by integrating ARD-based (Augmented Reality Display) ICT and experiential education to promote existence and immersion is being tested. This paper aims to improve efficacy and achieve vitalization through case analysis of AR-based ICT experiential education content. As a result of case analysis, the composition of content for improving education content included 1) constant securing and strengthening of experiential education content, 2) necessity for development of participating education content by diverse age groups, 3) development of differentiated ICT experiential education content, and 4) securing professional manpower and development of content in connection with education process. Therefore, with the efficacy of ARD-based ICT experiential education content, this study can first, enhance bond between students, second, enable self-directed learning, third, increase practical understanding in contents that were difficult to control by textbook contents, and fourth, increase interest and immersion in learning. Therefore, the contents on new converging technology that can maximize the development of constant content and cooperation between ICT technology and pedagogy for educating creativity and autonomy of ICT experiential education content.