박물관 융복합교육 사례연구: 실학박물관 교육프로그램 ‘ 실학소풍 ’ 을 중심으로

Abstract

The future society is getting more and more complicated by a variety of demands and systems due to digital revolution, and is required to have complex and integrated thinking solutions to individuals and their environment instead of fragmentary solution skills. In 2011, the Korean government announced STEAM (Convergence education integrating Science, Technology, Engineering, Mathematics and Arts), as one of the scientific education policies for fostering competent people based on creativity convergence. The STEAM education aims to foster global talent who are able to solve problems synthetically by providing them with creative design and emotional experience and increasing their interest and understanding of integrated knowledge / process / nature in various areas related to science and technology. Since future-oriented education will put value on respect of individual features and diversity based on knowledge, the STEAM education will have to focus on education encompassing each learner’s individuality, diversity and integrity based on certain knowledge of each learner. In effect, museum education is learning based on objects of exhibition. The exhibited articles themselves represent the time and culture allowing diverse integrated approaches and the museum education is carried out in the non-formal space out of school, free from the frame of defined curriculum. For this reason, it is possible for learners to carry out self-directed learning. Besides, since museum education reflects content of integrated subjects with diverse activities and not a single subject, the STEAM program based on creativity can be realized. In this regard, this study made a concrete proposition focused on the program for elementary school students called “Silhak Science excursion,” the free-school year system program called “Silhak Drama (play) excursion” and culture sharing program called “Silhak Ecology excursion” as a case of development and application of the STEAM museum education program based on exhibition content oriented to group visitors organized by the Museum of Silhak. Through museum education, it was possible to confirm that integrated convergence education could be realized based on exhibition expanding from individuals towards regions, beyond inter-subject convergence. This study expects to be served as a helpful guideline for the field museum education.