박물관을 활용한 초등학교 역사 체험학습 프로그램의 현황과 특징 - 사설기관 운영 프로그램을 중심으로 -

Abstract

Experiential learning is emphasized due to discourse on "Knowledge-based Society" in the 21st century and the interest and participation in experimental learning by leaners and parents are also increasing as 5-week system is implemented starting from this year. The museum, which has significant meaning as a forum for experimental learning, grabs attention as public education institute and various kinds of experiential programs have been developed and operated. In addition, the number of parents who make their children participate in experiential program run by private institute is on the increase. This paper intends to identify the characteristics and limits of history experiential learning program run by private institute by linking them with discussions on museum education through history experiential learning at museum at private institute and preceding research. The history experiential learning program offered by private institute is composed of 12-14 lectures reflecting contents of the society text book and educational curriculum for 5th grade elementary school students. Program planning, text book and working paper are prepared by private institute and one instructor runs the course for 6 to 8 students. Considering the significance of the history education through museum experiential learning, as an alternative to constraints of the program run by school or cultural education institute, it is meaningful to see that private institute contributes to boosting knowledge and interest in history of students participating in the program. From the perspective of history experiential learning using museum, however, the current programs are not enough for students to improve their historical way of thinking and history study capability. Under the program, students can learn the past and cultural characteristics by watching relics but the program focuses on delivering facts ignoring the reproduction of relics, exploration activities and seeing relics as an cultural work. Against this backdrop, this paper intends to make a number of proposals for the area where public museum and private institute can cooperate. For example, the teacher training provided by public museum can be extended to those related to museum training and experiential program planning and developing textbook can be done by both institutions. In addition, efforts should be made to improve the quality of programs by keeping close eyes on education method so that instructors belong to private institute can make significant education activities at museum.