자연사박물관의 찾아가는 박물관 프로그램 개발 및 적용

Abstract

본 연구는 찾아가는 박물관 프로그램을 통해 학교 과학교육과의 상호보완적인 역할의 가능성을 탐색하기 위해 중학생을 대상으로 학교로 찾아가는 박물관 프로그램을 개발·적용하였으며, 프로그램의 적용을 통해 사전·사후 학습 이해도 검사와 프로그램에 대한 인식조사를 살펴보았다. 교육관계자들은 자연사박물관이 보유하고 있는 다양한 자원들을 통해 학교 과학교육과의 상호보완적 역할의 가능성을 인식하고 있으며, 두 기관의 연계의 필요성에 대해서도 인지하고 있다. 경기도에 소재하고 있는 D자연사박물관은 아웃리치 프로그램 중의 학교로 찾아가는 박물관 프로그램을 개발·적용하였다. 무빙 뮤지엄 프로그램에 참여한 학생들은 6개 중학교의 학생으로 총 120명이며, 2019년 5월부터 11월까지 6회 운영하였다. 학교의 과학교육 연계를 위해 무빙 뮤지엄 프로그램은 4가지 주안점을 바탕으로 개발하였다. 첫째, 과학교과과정과 연계된 교육내용을 중심으로 프로그램을 개발하였다. 둘째, 실물기반탐구학습을 통해 학생들에게 과학적 탐구활동을 수행할 수 있는 기회를 제공하는데 초점을 두어 개발하였다. 셋째, 전시 쇼케이스를 활용하여 학생들이 표본에 대해 집중과 관심과 흥미를 가질 수 있도록 개발하였다. 넷째, 직소협동수업을 통해 참여자 중심의 수업으로 개발하였다. 무빙 뮤지엄 프로그램의 적용 결과 전체 참여 학생들의 학습 이해도에 대한 사전 검사는 43% 정답률을 보인 반면 사후 검사에서는 정답률이 80%까지 상승함을 보였다. 프로그램의 인식에 있어서도 참여 학생들은 체험에 대한 흥미 91.6%, 재참여 의사 88.3%, 화석과 광물에 대한 호기심 중가 75%, 고생물과 고생물학자에 대한 호기심 증가 74.2%로 긍정적인 답변을 하였다. 학교 과학교육의 연계에 초점을 둔 4가지 주안점을 중심으로 개발된 무빙 뮤지엄 프로그램 결과는 학습 이해도의 상승과 함께 인식적인 측면에 있어서도 긍정적인 역할을 한 것으로 나타났다. 이 결과를 통해 무빙 뮤지엄 프로그램이 학교 과학교육과의 상호보완적 역할 수행할의 가능성을 확인 할 수 있었다.;This study applied the visiting museum program of the Natural History Museum to middle school students, and looked at the possibility of museum programs based on the pre- and post-learning understanding tests and recognition of programs. Education officials recognize the museum as a place to supplement school science education through various resources of the Natural History Museum, and are also aware of the need to link these two institutions. This study aims to implement a practical science education program that can be provided by visiting schools to perform a complementary role between the natural history museum and the school. The moving museum program was developed and applied with four main points. As a result, the improvement of understanding in terms of learning and students' perception was examined, and based on this, the possibility of the moving museum program as a complementary role in school science education was examined. The four main points of the moving museum program are as follows. First, the program was organized based on the contents of education related to science courses. Second, we conducted a life-based exploration study to motivate students to learn. Third, the exhibition showcase was used so that students could be interested in and interested in the sample. Fourth, Jikso cooperation class model was carried out for participant-oriented classes. The study participants in this program were 120 students from 6 middle schools, and a total of 6 sessions were conducted from May to November. The application result of the moving museum program was investigated through the results of the pre-post examination papers, as well as increased learning understanding and recognition. As a result, learning comprehension showed 43% of comprehension before the application of the program, while the comprehension increased to 80% after applying the program. Besides, the perception survey showed that the curiosity about fossils and minerals was 75%, and the curiosity about fossils and palaeontologists was 74.2%. In addition, 88.3% of the participants responded positively to their intention to re-engaging the program. In conclusion, through this study, the moving museum program showed to be significant in that it was possible to solve the problem of accessibility with the school because it was an educational program conducted by going directly from the museum to the school Second, as a program linking the educational content of the museum and the science curriculum with the school, positive recognition has been gained in its effective aspect. Third, scientific inquiry activities using the five senses centred on various real specimens that are difficult to handle in school played a significant role through this program in increasing students' interest and curiosity about science. Through this, the significance of the moving museum program can be found in that it is a program that has the capability to play a complementary role in school science education as an education that combines formal education in schools and informal museum education.