부산지역 과학관 해양교육 프로그램에 대한 중학교 과학 생물영역과의 연계성 분석

Abstract

Along with a growing interest in non-formal science education activities outside the school and in the educational role of science education institutes outside the school, the educational role and scope of a science museum as a field of work-study has increased sharply. Therefore, in order to seek some solutions to advance science education outside the school, this study analyzed the connection between the marine education programs of major science museums in the Busan area as one example of science education outside the school, and the biology area of the middle school science curriculum. Also, this study aims to obtain implications concerning the operation of education programs by science museums in the future by outlining any insufficiencies in the educational functions of science museums. With this aim, among the science museums in the Busan area that offer marine education, the study selected as research subjects the Busan Institute of Science Education, the Busan Marine Natural History Museum, the Fisheries Science Museum, and the Busan Aquarium. Also, the study conducted an investigative analysis of all related facts to the marine education programs of those science museums and thereby analyzed how much the marine education programs of each science museum that reflected the curriculum are connected to each unit and school year for biology. In addition, the study undertook survey research into the education programs aimed at 363 middle school students in the Busan area who participated in the marine education programs for 2011 of those science museums. The results of the study may be summarized as follows. First, as a result of analyzing the marine education programs of science museums, the programs could be classified into the following: a program using exhibits, a program using a field trip and outdoor activity, a marine education program using a mobile science museum with which an education officer in charge of education visits a certain school in person, publications and newsletters, and a program for special exhibitions in relation to marine education. The operation rate of programs utilizing exhibitions was shown as being high. Second, the study analyzed programs reflecting the biology curriculum among the marine education programs of science museums according to school year and unit. As a result of integrating and comparing the number of education topics according to school year of each science museum, the number of contents for seventh graders appeared the greatest. As a result of integrating and comparing the education topics of each science museum according to unit, topics appeared most frequently in the unit 'Organization and diversity of living organisms', whereas there was minimal appearance in other units. Therefore, it was discovered that the ratio of education programs according to the unit of education programs of science museums that reflected the middle school biology curriculum was not evenly distributed, and those programs did not evenly reflect the curriculum. Third, in survey research aimed at middle school students that participated in the marine education programs, their learning experience of marine animals was low, and they appeared to be very positive in applying the field trip program during their learning of various living things. In summarizing the above results comprehensively, the marine education programs of science museums positively affected the elongation of middle school students marine inquiry ability and attitude, and such programs exhibited an above-mid level of connectivity with the curriculum; however, the connection between each program was lacking, and the mutual complementation between science museums was insufficient. Accordingly, this study proposes the possibility that such programs can have a more positive synergic effect on the middle school students marine inquiry ability and attitude if the programs can be connected to the school curriculum, systematic and hierarchical education programs can be organized, and a mutually complementary system through mutual connections between science museums can be prepared for further promoting science museums and being faithful in portraying the role of science education outside the school. The results of the study that looked into the composition of marine education programs in the Busan area and analyzed the relationship with a curriculum may be offered as basic data for teachers to utilize actively the marine education programs of science museums in teaching-learning of a science curriculum, and they may contribute to the efficient operation of creative work-study activity, which was emphasized in the revised curriculum for 2009. Moreover, it is expected from the class utilizing science museums that the quality of elementary and middle school science classes may be enhanced and students interest in and attention to science may improve.