• Journal of the Korean Society of Costume
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• v.63 no.7
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• pp.176-188
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• 2013

This research examines embroidery panels of Hwarot belonging to the Victoria and Albert Museum (the V&A). There are a total of seven objects and are all disassembled into clothe pieces. They were classified into two groups according to their acquisition year. One group, four objects, was acquired by the Museum in 1920. Considering their materials, embroidery threads, techniques and formative characteristics of patterns, it can be assumed that the objects formed an original dress, Hwarot. Although they look very similar to the embroidery patterns of Hwarot belonging to National Folklore Museum of Korea, they are more finely embroidered with very thin embroidery thread that uses the Jarisu technique. There are some differences in used embroidery threads and embroidery skills between Hwarot artifacts of the National Museum of Korea and the V&A. The embroidery of the National Museum of Korea used thicker threads and longer (approximately 0.7cm) Jarisu stitch techniques. With these details, they would have been made in different time periods. Comparison of the V&A and Changdeok Palace' Hwarot objects show that their patterns' motifs are almost similar but the pattern units, expressions and embroidery techniques are different. Regarding the colors of their patterns, it is noticeable that the peonies are generally expressed in reddish and the lotus patterns are expressed in either bluish or purplish color. It seems that they are contrasted with red-colored flowers and show harmony between yin and yang symbolically. Three artifacts of another group were acquired in 1925. Two of them show patterns almost the same as those of the sleeves of Hwarot (no.33156, no.33158) in Chicago Field Museum collection. The pattern of the remaining object is very similar to Hansam of Hwarot (no.33158).

• Journal of Digital Convergence
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• v.19 no.9
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• pp.59-65
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• 2021

This study intends to find a positive effect on the learning of elementary school students by developing the exhibition contents of on-offline museum. This on-offline museum contents were combined with existing exhibit types and direct experience elements, and the theory of [blended learning]. Through this study, analyzing the limitations of existing online museum and finding with experiment to see if the new contents had a learning effect compared to the existing online museum. As a result of the experimental study, the content with a [direct experience] was counted as a high satisfaction and frequency index, and the [play] and [experience] type of direct experience contents showed higher satisfaction than the indirect experience type contents. Through this study, we want to provide new implications and development possibilities in the development of contents that online museums can provide, and to promote various effects on children's education.

• Journal of Convergence for Information Technology
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• v.8 no.5
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• pp.121-129
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• 2018

The university museum is working to discover, research, and exhibit cultural artifacts as well as use them as resources of education and academic researches as one of the important organizations of the university. Current, however, university museums have the low-level usability caused by the reduction of financial and administrative supports of the university. One approach to solve this problem may be the design of mobile docent app for improving the accessibility of the museum. The app enables users get artifacts and education programs without the restriction and learn artifact-related knowledge easily. In this paper, we design and implement a new mobile docent app according to the analysis of content of the Chosun university museum as a real case study. In addition, we evaluate the functionality and usability of the proposed app by affordance-based questionnaire.

• Journal of the Korean Society of Costume
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• v.62 no.5
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• pp.156-170
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• 2012

These days, fashion museums that were established during the 60~70s in advanced countries are spiritedly planning opportune exhibitions as well as opening collections and accumulated research materials to the public. They are also publishing innovative visual references and offering various educational programs. They play a crucial role in speeding up the development of creativity of fashion designers by accumulating archives through analytic researches. Since Korea has applied western fashion for over a century, now is the time to make a fundamental long-term plan for establishing the identity of Korean fashion by gathering and classifying the history of a century. Thus, the aim of this study is to reach a conclusion to construct fashion museum in Korea to discover as well as develop fashion talents and eventually enhancing national competitiveness. First, the theoretical study on the history and the functions of fashion museum were analysed. 'The collection & exhibition' in the common thread is one function of the fashion museum. Another function is 'the research', which includes accumulations, classification and record of materials in a particular point of view. It also includes publishing catalogues with temporary exhibitions and open management to the scholars and the designers. 'The communication', which is enacted through various educational programs and events for inflow of new visitors, is the other function of fashion museum. The current state of fashion museums in advanced countries and Korea were also analysed. Korean public museums only owned traditional collections while public fashion museums in other advanced countries usually owned collection of the past and the present together. The only contemporary fashion museum in Korea is run private which leads to many problems. Finally, The study went further to suggest the advanced model of fashion museum in Korea based on the research.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2014.10a
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• pp.118-121
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• 2014

In modern society, to be achieved status as a Science edutainment experience, not just a science museum is established. It requires strategy and differentiation of a variety of entertainment, including theme parks, games, movies which are youth like. When the understanding of the audience for the principles of science to improve the use of ICT Convergence contents display, you need to take measures to increase the effectiveness of the Science Museum by giving the function of interesting leisure space in addition to the popular area of Science Education, Scientific and Cultural aspects reached. This role requires a science museum as a cultural space with the community as a chapter in science education. Science Museum is not a need to worry about what will convey to the public as efficiently as the Mecca of the educational content for the National Science Education. The analysis of the external environment, the composition will take on science education as a mecca of science education and how to combining ICT convergence technology in modern society beyond mere science museum experience and education in this study.

• The Southeast Asian review
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• v.21 no.1
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• pp.137-184
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• 2011

This article is aimed at understanding the political narratives represented in the National Museum of Indonesia. Starting initially as a colonial museum, the National Museum of Indonesia functioned as a useful tool for the Dutch colonial force to fuel its imaginations of the colonial territory and the people within it. The Dutch used the cultural display to advertize its benevolent colonial rule. All the while, the museum also inevitably reflected orientalism on the people and the culture of the colony. The republic of Indonesia inherited the colonial museum's practices and its display patterns. The business surrounding the museum also played a key role in the newly-born nation-state laying out a future for its redefined territory and people. Thus, what the colonial force imagined for the colonial territory through the study of museum displays was rather directly transferred to the republic without serious consideration of the decolonization process. Four main characteristics have been seen in the museum displays. The first is an emphasis on the glorious Hindu-Buddha history, from which numerous temples, statues, and jewelry have been found. Secondly, the Islamic period, which spanned between the Hindu-Buddha times to the colonial era, has almost completely been eliminated from the display. Third, the colonial era has been depicted as the time of Europe's exportation of scientific tools and adaption of sophisticated living patterns. Fourth, the images of ethnic groups were represented as being stagnant without reflecting any challenges and responses that these groups had faced throughout history. Looking at these display patterns, it can be concluded that all the dynamic internal developments and anti-colonial resistance that took place during the Islamic and Colonial Era have simply not been represented in the museum display. These display patterns do not reflect the real history or culture of the archipelago. Two considerations are thought to have influenced the neglecting of social realities in the display. The first of which is the Dutch's and Republic's apprehension over the possible political upheaval by the Islamic forces. Yet, more fundamentally, cultural displays themselves are distinct from historical education in that the former pays more attention to business ideas with an aim to attract tourists rather than to project objective historical knowledge. Thus, in cultural displays, objects which work to stimulate fantasies and spur curiosity on archipelagic culture tend to be selected and emphasized. In this process, historical objectivity is sometimes considered less vital. Cultural displays are set up to create more appealing narratives for viewers. Therefore, if a narrative loses its luster, it will be replaced by another flashy and newly-resurrected memory. This fact reveals that museums, as transmitters of historical knowledge, have a certain degree of limitation in playing their role.

• Journal of The Korean Association For Science Education
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• v.36 no.2
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• pp.191-202
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• 2016

In this study, a science museum teaching-learning model was developed with emphasis on play. In order to do this, the models of factor-centered museum education and process-centered museum education were reviewed and characteristics of science museum education were considered. The model developed in this study is called 'Play-Learning Model in Science Museum', and 'play' is defined as activities to achieve the mission in accordance with methods and rules set by individuals or small groups including scaffolding and play is divided into competition, simulation, and chance. 'Play-Learning Model in Science Museum' emphasizes learning using the articles on exhibition, scaffolding and interaction in small groups, and play. The model consists of four steps: 'Preparation', 'Exploring the exhibits', 'Experience', and 'Summary of learning content'. In the 'Preparation' step, the students form related knowledge and are ready to play. The 'Exploring the exhibits' step is the core step of this model, and entails the students solving problems in the mission by interacting with members of the small group. When they cannot find resolution, they get help. In the 'Experience' step, hands-on activities related to the prior step are included. In the 'Summary of learning content' step, the students summarize what they learned while playing. As science museum education is implemented in a variety of forms, continuous research about the science museum learning model and development of various programs are needed.

• Journal of The Korean Association For Science Education
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• v.37 no.6
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• pp.1005-1014
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• 2017

Focusing on the role of the science museum as an institution to improve the scientific literacy of the public, this study investigated public perception and behavior about science museum to know how much science museums affect the public by using social media big data analysis. For this purpose, we extracted texts containing 'science museum' in Naver blogs and Twitter, analyzed them by using network, frequency, co-ocurrence, and semantics analysis and compared them with the results in English speaking countries. As a result, blogs were mainly concerned with science museum among parents who have young children, while in Twitter posts from many students who visited as a group appeared. Therefore, the Korean public used science museum mainly as a space for children's experience, and in this case, programs and exhibitions of science museums are perceived positively. On the other hand, students who visited as a group showed some negative emotions. The result of comparison with the cases of foreign countries in terms of the function of the third generation science museum such as communications with the science museum and the public and the participation of the public in science, the Korean public hardly mentioned the scientific contents, words related to communications such as 'argue', and curators or staff after visiting the science museum. In contrast to many verbs related to meaningful activities such as 'learn', 'participate', 'listen', 'read', 'ask', 'think' appeared in English, only a small number of verbs include 'ask' and 'thin' appeared in Korean. Therefore, science museum need to improve impression, communicating with public, and involving activity with impact and variety after visit.

• Journal of Science Education
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• v.33 no.2
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• pp.237-247
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• 2009

The purpose of this research is to investigate the participant satisfaction of public educational programs being carried out in Natural History Museum and the contribution of these programs to normal school education and to suggest an improved framework for public education programs in Natural History Museum. For this study, we choose Seodaemun Museum of Natural History in Seodaemungu, Seoul, in which more than 30,000 students have participated in the educational programs for the last 6 years. This museum has been providing more than 60 science education programs every year. Based on a public census among participating students and accompanying parents, we investigated the satisfaction ratings of education programs provided by Natural History Museum and their contribution to school science education. The result of this study can be summarized as follows: (1) It is desired to have the education program contents well connected to the exhibits of the Museum and to increase time for experiments and practice. (2) It is required to improve the ease of access and to enhance the public awareness about the program itself. (3) The biggest consensus among participants is that the education programs by Natural History Museum should be focused on strengthening the research ability and scientific attitude rather than on acquiring knowledge, which will contribute to school education more significantly in the end.

• 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.