한국과학교육학회지 (Journal of The Korean Association For Science Education)

  • 제36권6호
  • /
  • Pages.925-934
  • /
  • 2016
  • /
  • 1226-5187(pISSN)
  • /
  • 2288-8489(eISSN)
한국과학교육학회 (The Korean Association for Science Education)
권호 표지
DOI QR코드

DOI QR Code

천체 전시물 비교 연구 -전시특성 및 지구과학 교육과정의 반영 정도를 중심으로-

International Comparative Study on Astronomical Exhibits: Focus on Exhibit Characteristics and Earth Science Curriculum Reflected in Exhibits

  • 투고 : 2016.11.08
  • 심사 : 2016.12.19
  • 발행 : 2016.12.31
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

천문학은 학생들의 호기심과 탐구하고자하는 욕구가 매우 높은 분야이나 교실 수업이라는 제약이 있어 학습의 효과를 증대시키는 것이 어렵다. 이에 대한 대안으로 등장한 과학관은 교실 수업과 상호보완적인 역할을 수행한다는 점에서 그 중요성이 대두되고 있다. 과학관은 학습자에게 글로 된 설명이나 삽화가 제공하는 그 이상의 경험을 줄 수 있으므로 교육적 효과를 극대화하기 위해서는 천체 관련 전시물의 교육적인 측면을 살펴보고 이를 보완할 필요가 있다. 따라서 본 연구에서는 천체전시물의 효과적인 전시특성을 살펴보고 그 내용이 형식교육기관과 어떻게 상호보완하고 있는지를 알아보고자 했다. 이를 위해 먼저 한국, 미국, 일본 세 나라의 유명 과학관을 선정한 뒤 천문학 관련 전시물의 특징을 분석하였다. 이 때 전시의 특징으로는 전시 기술과 매체, 전시 표현, 활동유형 등을 고려하였다. 또한 각 전시 내용에서 과학교육과정을 어떻게 반영하고 있는가를 살펴보았다. 분석 기준으로 사용한 교육과정분석틀은 한국, 일본의 국가 수준의 과학교육과정과 미국의 국가과학교육기준(National Science Education Standards)을 근거로 하였다. 연구의 결과는 첫째, 미국과 일본의 과학관은 국내에 비해 빅뱅 우주 전시 등 천체와 관련된 전시 콘텐츠를 다수 확보하고 있었으며 체험형 전시물이 주를 이루었다. 이를 통해 국내 과학관에도 우주의 원리와 같은 내용을 관람객이 보다 실감나게 체험해볼 수 있는 체험형 전시물이 필요함을 확인할 수 있었다. 둘째, 세 나라 천체전시물의 내용은 모두 과학교육과정과 잘 연계되어 있었다. 다만 교육과정 상에서, 빅뱅우주와 같은 내용은 선택교육과정에 배치되어 있다는 점으로 미루어 보건대, 대다수 학생들은 이를 학습할 기회가 부족할 것이다. 따라서 공통교육과정에서 다루지 않는 내용을 과학관에서 학습할 수 있도록 천체전시에 있어서 충실한 교육과정의 고려가 필요하다.

For students, astronomy is not only interesting but also difficult to learn. However, there is a limit in learning astronomy in a school science setting since astronomy is vast subject. Fortunately, science museums can be helpful in overcoming this limitation. Experiences in science museum provide something that any descriptions or illustrations cannot give. Therefore, to maximize the educational effect, it is necessary to look at astronomical exhibits regarding the educational aspects and complement them. For these reasons, the purpose of this study is to investigate characteristics of exhibitions related to astronomy and how much the exhibitions reflect the contents of their science curricula. We selected famous science museums in Korea, America, and Japan and analyzed characteristics of their astronomy exhibition. We analyze these characteristics in the aspects of exhibition technology & media, presentation method and activity types. Also, this study figures out how content of exhibitions are connected to school science curriculum. The results are summarized as follows: First, Science Museums of America and Japan utilize interactive exhibits to raise participation. It implies that Science Museum of Korea needs Interactive Exhibits that provide a realistic experience of the universe. Second, the astronomy exhibits reflect some of the learning elements of their science curricula concerned with astronomy. However, these astronomical contents are included selectively and not according to their required curriculum. It means that many students lack the opportunity to study Astronomy in their schools. Therefore, the astronomy museum must reflect learning elements of science curricula concerned with astronomy in the exhibits.

키워드

참고문헌

  1. Al-Khalifah, A., McCrindle, R., Sharkey, P., & Alexandrov, V. (2006). Using virtual reality for medical diagnosis, training and education. International Journal on Disability and Human Development, 5(2), 187-194. https://doi.org/10.1515/IJDHD.2006.5.2.187
  2. Beiers, M. R., & McRobbie, C. (1992). Learning in interactive science centres. Research in science education, 22(1), 38-44. https://doi.org/10.1007/BF02356877
  3. Bitgood, S. (1991). Suggested guidelines for designing interactive exhibits. Visitor Behavior, 6(4), 4-11.
  4. Borun, M., & Dritsas, J. (1997). Developing family-friendly exhibits. Curator: The Museum Journal, 40(3), 178-196. https://doi.org/10.1111/j.2151-6952.1997.tb01302.x
  5. Choi, M. H., & Choi, B. S. (1999). Content Organization of Middle School Integrated Science Focusing on the Integrated Theme. Journal of the Korean Association for Science Education, 19(2), 204-216.
  6. Christian, D., Brown, C., & Benjamin, C. (2013). Big history: between nothing and everything.
  7. Christian, D. (2008). Big history: The big bang, life on earth, and the rise of humanity.
  8. Doo, K., & Kim, S. (2012). The Study on the Interactive Display Video Activating Plan in Experience-Type Media Space. Journal of Korea Design Knowledge, 24.
  9. Dunser, A., & Hornecker, E. (2007, June). An observational study of children interacting with an augmented story book. In International Conference on Technologies for E-Learning and Digital Entertainment (pp. 305-315). Springer Berlin Heidelberg.
  10. Falk, J. H., & Dierking, L. D. (2000). Learning from museums: Visitor experiences and the making of meaning. Altamira Press.
  11. Feher, E. (1990). Interactive museum exhibits as tools for learning: explorations with light. International Journal of Science Education, 12(1), 35-49. https://doi.org/10.1080/0950069900120104
  12. Fruland, R. M. (2002). Using immersive scientific visualizations for science inquiry: Co-construction of knowledge by middle and high school students. In annual meeting of the American Educational Research Association, New Orleans, LA.
  13. Go, D. (2003). A study on the spatial plan and the exhibition production strategy for the children's design museum. Hongik University Graduate School, Master's thesis.
  14. Hein, G. E. (1999). The constructivist museum. The educational role of the museum, 73-79.
  15. Hein, G. E. (2002). Learning in the Museum. Routledge.
  16. Hwang, E. J. (2006). The Characteristics and Correlations between Earth Science Exhibits and School Science Curriculum - Focused on the Representative Natural History Museums in the World-. Seoul National University Graduate School, Master's thesis.
  17. Jeong, S. Y. (2012). Study of time structure and receptive structure in science exhibition. Hongik University Graduate School, Master's thesis.
  18. Joh, E. (2010). A study on features of emotional expression on the Science Museum space. Journal of the Korea Institute of Spatial Design, 7(2), 79-86.
  19. Kim, C. J., Shin, M. K., Lee, C. Z., & Cha, H. J. (2006). School earth science curriculum reflected in exhibits and an educational analysis of exhibition methods: Cases of natural history museums in the US. Journal of the Korean earth science society, 27(2), 130-139.
  20. Kim, C. -J., Shin, M. -K., & Lee, S. -K. (2010). Understanding informal science learning. Seoul: Bookshill.
  21. Kim, H. S., & Park, B. M. (2006). A Study on the Status of Experiential Exhibition Facilities in Exhibition Space - A focus on A Medium of Digital Media -. Archives of Design Research, 19(5), 293-392.
  22. Kim, K. S., Lee, S. K., & Kim, C. J. (2009). Characteristics of Children's Interactive Learning in a Natural History Museum. Journal of the Korean earth science society, 30(1), 127-140. https://doi.org/10.5467/JKESS.2009.30.1.127
  23. Kim, S. H., & Song, J. W. (2003). The characteristics of the exhibits in science centers and students' perceptions about the exhibits-in the case of 3 science centers in seoul. Journal of the Korean Association for Science Education, 23(5), 544-560.
  24. Kim, S. (2014). Analysis of the relation between the contents of physics exhibits in science center and middle school science curriculum 2009 and its pedagogical applications : the case of National Gwangju Science Museum. Yonsei University Graduate School, Master's thesis.
  25. Kim, W. (2003). Study on the characteristics of medium and production for improved sensibility interface of exhibit space. Hongik University Graduate School, Master's thesis.
  26. Koo, D. H. (2010). A Study on Interactive exhibits, planning and production processes. Korea Science & Art Forum, 6, 1-11. https://doi.org/10.17548/ksaf.2010.07.6.1
  27. Lee, S. -Y., & Yoon, J. -E. (2012). A Study on an Storytelling of Museum's exhibition by applying concept of ‘Event'- Focusing on Holocaust Museum -. Journal of the Korean Institute of Interior Design, 21(3), 58-66.
  28. Lee, S. -K., Park, J., Ko, S. Y., Yu, E. -J., Yoon, R. N., Chung, S. I., & Shin, D. H. (2015). Analysis of the Exhibition in Korean Natural Heritage Center as a Field of Environmental Education. Journal of Korean Society for Environmental Education, 28(4), 262-279.
  29. Leem, S. Y., & Hong, S. (2005). New Changes and Tasks of the Science Museum: Focusing on its relation to PUS. Journal of Science and Technology Studies, 5(2), 97-127.
  30. Lim, C. H. (2003). Nature and Development of Pedagogical Content Knowledge in Science Teaching. Journal of Korean Earth Science Society, 24(4), 235-249.
  31. Meichtry, Y. J. (1993). The impact of science curricula on student views about the nature of science. Journal of Research in Science Teaching, 30(5), 429-443. https://doi.org/10.1002/tea.3660300503
  32. Melber, L. M., & Abraham, L. M. (2002). Science education in US natural history museums: A historical perspective. Science & Education, 11(1), 45-54. https://doi.org/10.1023/A:1013006930636
  33. Ministry of culture sports and tourism of Korea (2010).
  34. National plan for the science and technology museums. Korea: Ministry of Science and Technology (2006).
  35. Park, S. J., Shin, S. H., Yoo, J. H., Yoon, S. K., Jeon, T. I., & Jeong, I. K. (2007). A Study on the Promotion of Science Museums. Ministry of Education, Science and Technology.
  36. Rix, C., & McSorley, J. (1999). An investigation into the role that school-based interactive science centres may play in the education of primary-aged children. International Journal of Science Education, 21(6), 577-593. https://doi.org/10.1080/095006999290453
  37. Sandifer, C. (2003). Technological novelty and open-endedness: Two characteristics of interactive exhibits that contribute to the holding of visitor attention in a science museum. Journal of research in science teaching, 40(2), 121-137. https://doi.org/10.1002/tea.10068
  38. Shelton, B. E., & Hedley, N. R. (2002). Using augmented reality for teaching earth-sun relationships to undergraduate geography students. In Augmented Reality Toolkit, The First IEEE International Workshop (pp. 8-pp). IEEE.
  39. Shin, M. R., & Lee, Y. S. (2011). The Effects of RSM-Based Astronomical Observation Program on Astronomical Spatial Concept and Self-Directed Learning for the Scientific Gifted Students. Journal of Gifted/Talented Education, 21(4), 993-1009. https://doi.org/10.9722/JGTE.2011.21.4.993
  40. Stevenson, J. (1991). The long-term impact of interactive exhibits. International Journal of Science Education, 13(5), 521-531. https://doi.org/10.1080/0950069910130503
  41. Uh, Y. H., Choi, J. W., & Kim, K. H. (2014). A Proposal on necessity of an interactive hands-on exhibit integrated management system -based on domestic national science museum-. Korea Science & Art Forum, 17, 247-259.
  42. Wellington, J. (1990). Formal and Informal Learning in Science: The Role of the Interactive Science Centres. Physics Education, 25(5), 247-52. https://doi.org/10.1088/0031-9120/25/5/307
  43. Yun, G. A., Choi, S. I., Jeong, K. S., & Lee. H. (2009). The Analysis of Science Curricula Reflected Programs in Astronomy Science Museums. Journal of Korean Association for Research in Science Education, 33(1), 142-151.

피인용 문헌

  1. 천체투영관 수업이 학생들의 천문 개념 이해에 미치는 효과 vol.42, pp.1, 2016, https://doi.org/10.21796/jse.2018.42.1.49
  2. 국내 비형식 과학 교육 연구 경향 분석: 교육적 관점을 중심으로 vol.42, pp.3, 2016, https://doi.org/10.21796/jse.2018.42.3.293