초등학생 대상 박물관 활동지의 질문유형별 메타인지 연구

Abstract

본 연구는 공공기관이며 평생교육의 장인 박물관에서의 학습은 자연스러운 분위기 속에서 서로 다른 사고와 정보를 공유할 수 있어야 한다는 생각에서 출발하였다. 그리고 문헌연구와 다양한 사례들을 통해 박물관에서 학습자가 자기 주도적으로 교육에 참여하고 사고의 폭을 확장시키는 위해서는 주입식 교육이 아니라 배운 지식들을 다양한 곳에 활용할 수 있는 메타인지 과정이 필요함을 확인하였다. 이에 연구자는 메타인지 질문의 교육효과를 파악하기 위해 우선 초등학생 대상의 박물관 활동지를 선정하여 활동지 질문 유형과 인지 과정을 분류하고, 각 기관별 박물관 활동지 질문 유형을 Anderson, Marzano 질문 분류 모형, Borich 질문 분류 모형, Pearson-Johnson 질문 분류 모형에 적용하여 입체적으로 분석하였다. 그리고 실제 메타인지 지식 질문을 적용하여 박물관교육을 실시한 후 학습자들의 반응을 참여관찰과 심층 면담을 통해 살펴보았다. 연구 결과는 다음과 같다. 첫째, 교육 목표와 전시 목적에 따라 사용되는 활동지 질문 유형과 그에 따른 인지 과정이 다르다. 둘째, 메타인지 질문 유형은 여러 인지 과정이 종합적으로 활용돼야만 나타날 수 있다는 점에서 융복합적인 성격을 갖는다. 셋째, 박물관 교육에서 메타인지 질문이 활용했을 때 학습자들은 적극적으로 교육에 참여했고 다양하게 사고를 확장시켰다. 학습자의 자기 주도적 교육 참여와 다양한 인지 과정을 위해 교육 목표와 전시 목적이 다각도로 확장되어야 한다. 그리고 메타인지를 활용한 질문(활동지 포함)을 사용하여 균형 잡힌 인지를 경험할 수 있게 해야 한다. 박물관 교육 학습자들의 자발적 참여는 결국 소장품과의 소통·공감·이해·교류라는 교육 효과를 불러올 것이며 이것이야말로 지속 가능한 사회를 유지시키는 질 높은 박물관 교육의 기본이라 할 수 있다.| The following study started out from an idea that education in a museum, a public institution of learning for all ages, should be carried out in a natural atmosphere where one can share one’s thoughts and information. Literature reviews and a variety of case studies confirmed that in order to invite learners to actively take part in the education process and help them expand the scope of their thoughts, a meta-cognition process, a process different from rote learning, in which the acquired knowledge is applied in carious field is necessary. In order to surmise the education effect of the meta-cognitive questions the researcher first selected a museum worksheet for elementary school students, categorized the worksheet question types and cognitive process and conducted a multi-dimensional analysis each museum worksheet question type of the different institutions by applying it to the Anderson, Marzano model, Borich model and the Pearson-Johnson model. Firstly, the worksheet question types and cognitive process that ensues differ according to the purpose of the exhibition and the educational goals. Secondly, the meta-cognition question types are convergent in nature because it can only materialize when a variety of cognitive processes are comprehensively utilized. Thirdly, the application of meta-cognitive question in educational sessions in museums facilitated active participation and expanded the minds of the learners.

In order to encourage self-directed earning and various cognitive processes, the educational goal and exhibition purpose must be expanded in a muti-dimensional fashion. Moreover, questions that utilize meta-cognition must be used for a more balanced cognitive experience. Voluntary participation of the learner will result in communication / empathy / understanding / exchange with the collection of the museum and this is the essence of a high quality museum education that will help maintain a sustainable society.; The following study started out from an idea that education in a museum, a public institution of learning for all ages, should be carried out in a natural atmosphere where one can share one’s thoughts and information. Literature reviews and a variety of case studies confirmed that in order to invite learners to actively take part in the education process and help them expand the scope of their thoughts, a meta-cognition process, a process different from rote learning, in which the acquired knowledge is applied in carious field is necessary. In order to surmise the education effect of the meta-cognitive questions the researcher first selected a museum worksheet for elementary school students, categorized the worksheet question types and cognitive process and conducted a multi-dimensional analysis each museum worksheet question type of the different institutions by applying it to the Anderson, Marzano model, Borich model and the Pearson-Johnson model. Firstly, the worksheet question types and cognitive process that ensues differ according to the purpose of the exhibition and the educational goals. Secondly, the meta-cognition question types are convergent in nature because it can only materialize when a variety of cognitive processes are comprehensively utilized. Thirdly, the application of meta-cognitive question in educational sessions in museums facilitated active participation and expanded the minds of the learners.

In order to encourage self-directed earning and various cognitive processes, the educational goal and exhibition purpose must be expanded in a muti-dimensional fashion. Moreover, questions that utilize meta-cognition must be used for a more balanced cognitive experience. Voluntary participation of the learner will result in communication / empathy / understanding / exchange with the collection of the museum and this is the essence of a high quality museum education that will help maintain a sustainable society.