지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
오류제보하기
This study starts from the question of how to increase students" understanding of history and develop historical thinking ability through learning of exhibits when the interest in museums is increasing and museum visits are becoming more common. In order to find out which method of content organization is appropriate to increase this, 29 students in middle school and high school were studied at the National Museum of Korea. As a result, the following conclusions were made.
First, as a result of confirming the improvement of historical thinking ability, both age-centered learning and subject-based learning improved all the areas of historical thinking power, and each method had advantages. Age-based learning was more effective in the time-varying domain. Subject-based learning has improved in the areas of historical imagination, causality, and value judgment, especially in causality.
Second, as a result of confirming the level of understanding of exhibition interpretation presented by Eisner, the contextual approach corresponding to the sixth stage was more subject-oriented learning than after age-based learning. In addition, low-level approaches corresponding to stages 1 and 2 existed in era-centered learning, but not subject-based learning. This suggests that subject-based learning is more effective in understanding and interpreting the exhibition than era-based learning.
Third, as a result of in-depth interviews with learners, learning to improve learners" understanding was subject-based learning. The students replied that subject-based learning was able to see the exhibits in detail, to be more memorable, and to know the earthenware of the times. The causal narrative explanation of the subject-based class can be seen to enhance the learner"s understanding in the subject-based class.
Both era-based and topic-based learning can improve the whole range of historical thinking and have advantages in each method.
The era-based lessons were able to learn deeply about the era and were more effective in the area of time change. However, it can be difficult to understand the whole history because it is centered around the times, and it can be effective learning only when you know some times or the flow of history.
Subject-based learning can induce students" interests, develop inquiry skills through understanding causal relationships, and contribute to long-term memory in that they can see change and social appearance with the passage of time with a single subject. As a result, subject-based learning is more suitable for museum education as a method of organizing content through narrative learning.
First, as a result of confirming the improvement of historical thinking ability, both age-centered learning and subject-based learning improved all the areas of historical thinking power, and each method had advantages. Age-based learning was more effective in the time-varying domain. Subject-based learning has improved in the areas of historical imagination, causality, and value judgment, especially in causality.
Second, as a result of confirming the level of understanding of exhibition interpretation presented by Eisner, the contextual approach corresponding to the sixth stage was more subject-oriented learning than after age-based learning. In addition, low-level approaches corresponding to stages 1 and 2 existed in era-centered learning, but not subject-based learning. This suggests that subject-based learning is more effective in understanding and interpreting the exhibition than era-based learning.
Third, as a result of in-depth interviews with learners, learning to improve learners" understanding was subject-based learning. The students replied that subject-based learning was able to see the exhibits in detail, to be more memorable, and to know the earthenware of the times. The causal narrative explanation of the subject-based class can be seen to enhance the learner"s understanding in the subject-based class.
Both era-based and topic-based learning can improve the whole range of historical thinking and have advantages in each method.
The era-based lessons were able to learn deeply about the era and were more effective in the area of time change. However, it can be difficult to understand the whole history because it is centered around the times, and it can be effective learning only when you know some times or the flow of history.
Subject-based learning can induce students" interests, develop inquiry skills through understanding causal relationships, and contribute to long-term memory in that they can see change and social appearance with the passage of time with a single subject. As a result, subject-based learning is more suitable for museum education as a method of organizing content through narrative learning.
목차
Ⅰ. 서론
Ⅱ. 이론적 배경
Ⅲ. 내러티브 학습 효용성 확인을 위한 연구 설계
Ⅳ. 내용 조직 방법에 따른 내러티브 학습 효용성 분석
Ⅴ. 결론
참고문헌
Abstract
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