농업의 가치를 적용한 박물관교육의 협동학습 연구

Abstract

본 연구의 목적은 현재 개인주의적 성향이 강하게 나타나는 사회에서 박물관교육을 통한 어린이 협동학습의 효과를 찾아내는데 있다. 박물관은 협동학습을 배울 수 있는 기회를 가질 수 있으며, 박물관교육을 통해 협동학습의 능력을 키울 수 있을 것이라는 생각에 본 연구를 진행하였다. 연구대상은 초등 3~6학년 어린이로 ‘농업’을 주제로 한 동일한 수업내용을 각각 개별학습과 협동학습의 방법을 활용하여 어린이 반응의 차이를 비교하였다. 연구 방법은 교육현장의 사례를 관찰하고 이후 면담을 통한 질적 연구를 중심으로 진행하였다. 따라서 개별학습과 협동학습의 차이를 수업에 대한 흥미, 어린이의 이해과정, 어린이의 표현방법 학습내용의 활용여부를 기준으로 연구 결과를 이끌어냈다. 연구 결과는 다음과 같다. 첫째, 수업에 대한 흥미 부분에서 개별학습의 어린이는 학교 수업 이외 낯선 경험에 흥미를 느끼고 있었다. 반면 협동학습의 어린이는 수업내부 활동에 많은 흥미를 가지고 있었다. 둘째, 어린이의 이해과정 부분에서는 어린이가 배우는 목적에 따라 차이가 나타났다. 개별학습의 어린이는 결과적으로 자신이 얼마나 배웠는지 그 결과에 중점을 두는 모습이었다. 반면 협동학습의 어린이는 수업을 몰입하는데 더 염두하는 것을 관찰할 수 있었다. 셋째, 어린이의 표현방법의 부분에서는 어린이가 학습방법에 따라 대표되는 표현방법의 차이가 있다. 개별학습의 어린이는 집단에 소속되지 않으며 학습하는데 자유롭게 표현하며, 창의적인 상상이 가능한 것을 확인하였다. 협동학습의 어린이는 소집단간의 협동에 의한 결과를 통해 사회적 기술을 습득할 수 있었으며 ‘리더쉽’의 모습으로 표현되었다. 넷째, 학습내용의 활용여부의 부분에서는 어린이가 학습한 내용을 활용하는데 수업 내•외적으로 차이가 있다. 개별학습의 어린이는 학습한 내용을 ‘학교수업을 보충하는데 활용’하는데 중점을 두는 모습이었다. 반면 협동학습의 어린이는 학습한 내용을 수업 내에서 어떻게 활용할 것인가에 중점을 두고 활용하려는 모습이었다. 협동학습은 소수 또는 다수가 모여‘협동’의 방법을 배울 수 있으며, 입시위주의 교육과 개인적인 경쟁관계에 익숙한 어린이에게 ‘협동’이라는 새로운 가치를 전달할 수 있다. 따라서 다양한 어린이를 대상으로 하는 박물관 교육프로그램에 적절한 학습방법 중 하나를‘협동학습’에서 찾았으며, 협동학습의 방법은 다양한 학습효과를 확인할 수 있다. |The study aims to figure out effects of children’s collaborative learning through museum education in the present society where individualism prevails. The study was conducted based on the assumption that a museum enables children to have an opportunity to learn about collaborative learning and that museum education can help children enhance capability to implement collaborative learning. The subjects to the study include children in third grade to sixth grade in elementary schools, and comparative analysis was conducted through the use of an individual learning method and a collaborative learning method based on learning contents on ‘agriculture’ in order to examine differences in response on the part of children. As for the method of the study, case studies on the educational field were conducted before qualitative research based on interviews. Accordingly, research results were generated as follows based on use of learning contents with regard to interest in lessons and the process of understanding and a method of expression on the part of children centering on differences in individual learning and collaborative learning. First, as to interest in lessons, children subject to individual learning developed interest in other experiences than schoolwork. On the other hand, children subject to collaborative learning had a great deal of interest in internal schoolwork. Second, as to the process of understanding, it varied depending on the purpose of learning on the part of children. Children subject to individual learning focused on how much they have learned based on learning results. On the other hand, children subject to collaborative learning put more emphasis on immersing themselves in lessons. Third, as to the method of expression, it varied depending on representative expression methods according to learning methods on the part of children. It turns out that children subject to individual learning do not belong to a group and are free to express themselves at a time of learning while creatively imagining. Children subject to collaborative learning were able to acquire social skills based on results of collaboration among small groups, and it was indicated in the form of ‘leadership.’ Fourth, as to use of learning contents, there were differences in use of learning contents on the part of children depending on internal or external schoolwork. Children subject to individual learning were concentrated on ‘using learning contents in complementing schoolwork’. On the other hand, children subject to collaborative learning focused on figuring out how to use learning contents in classes. Collaborative learning enables children to learn about a method of ‘cooperation’ by gathering a small number of children or a large number of children and can deliver a new value known as ‘cooperation’ to children accustomed to college entrance exam-intensive education and individual competitive relations. Accordingly, the study found out one of learning methods appropriate to museum educational programs for diversified children in ‘collaborative learning’ and confirmed various learning effects through collaborative learning methods.; The study aims to figure out effects of children’s collaborative learning through museum education in the present society where individualism prevails. The study was conducted based on the assumption that a museum enables children to have an opportunity to learn about collaborative learning and that museum education can help children enhance capability to implement collaborative learning. The subjects to the study include children in third grade to sixth grade in elementary schools, and comparative analysis was conducted through the use of an individual learning method and a collaborative learning method based on learning contents on ‘agriculture’ in order to examine differences in response on the part of children. As for the method of the study, case studies on the educational field were conducted before qualitative research based on interviews. Accordingly, research results were generated as follows based on use of learning contents with regard to interest in lessons and the process of understanding and a method of expression on the part of children centering on differences in individual learning and collaborative learning. First, as to interest in lessons, children subject to individual learning developed interest in other experiences than schoolwork. On the other hand, children subject to collaborative learning had a great deal of interest in internal schoolwork. Second, as to the process of understanding, it varied depending on the purpose of learning on the part of children. Children subject to individual learning focused on how much they have learned based on learning results. On the other hand, children subject to collaborative learning put more emphasis on immersing themselves in lessons. Third, as to the method of expression, it varied depending on representative expression methods according to learning methods on the part of children. It turns out that children subject to individual learning do not belong to a group and are free to express themselves at a time of learning while creatively imagining. Children subject to collaborative learning were able to acquire social skills based on results of collaboration among small groups, and it was indicated in the form of ‘leadership.’ Fourth, as to use of learning contents, there were differences in use of learning contents on the part of children depending on internal or external schoolwork. Children subject to individual learning were concentrated on ‘using learning contents in complementing schoolwork’. On the other hand, children subject to collaborative learning focused on figuring out how to use learning contents in classes. Collaborative learning enables children to learn about a method of ‘cooperation’ by gathering a small number of children or a large number of children and can deliver a new value known as ‘cooperation’ to children accustomed to college entrance exam-intensive education and individual competitive relations. Accordingly, the study found out one of learning methods appropriate to museum educational programs for diversified children in ‘collaborative learning’ and confirmed various learning effects through collaborative learning methods.