학교 안 야외 생태학습에서 관찰된 초등학생들의 참여 양상 변화와 그 요인 탐색
Improving Student Engagement Observed at Outdoor Ecological Education in the Schoolyard
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초록
The purpose of this study was to explore how the students’ engagement was improved outdoor ecological learning and what was the teachers’ perception of reasons for that. Six classroom teachers and 150 third graders participated in this study. The teachers observed the students’ behavior for outdoor ecological learning in the schoolyard and discussed their observation. Their group discussion was recorded and analyzed. Individual interview for teachers, learning outcomes, and classroom discourse was also collected and analyzed. The findings were these: The participated teachers could observe distractions, boredom, attention deficit, mental dislocation at the behavior and emotion of students in the classroom. However, students’ behavior were changed outdoor to concentration, attempts, and persistence. They did group discussions, suggestions and had enthusiasm, interest, and vitality outdoor nature. The participant teachers realized that they had prejudice about outdoor learning. The teachers understood that students were more active due to broaden learning space when they went outside, The reasons for learner’s engagement to change in outdoor learning include expansion and subjectivity of learning materials, autonomy in learning, active communication, and provision of learning styles suiTable for each child.
Abstract
The purpose of this study was to explore how the students’ engagement was improved outdoor ecological learning and what was the teachers’ perception of reasons for that. Six classroom teachers and 150 third graders participated in this study. The teachers observed the students’ behavior for outdoor ecological learning in the schoolyard and discussed their observation. Their group discussion was recorded and analyzed. Individual interview for teachers, learning outcomes, and classroom discourse was also collected and analyzed. The findings were these: The participated teachers could observe distractions, boredom, attention deficit, mental dislocation at the behavior and emotion of students in the classroom. However, students’ behavior were changed outdoor to concentration, attempts, and persistence. They did group discussions, suggestions and had enthusiasm, interest, and vitality outdoor nature. The participant teachers realized that they had prejudice about outdoor learning. The teachers understood that students were more active due to broaden learning space when they went outside, The reasons for learner’s engagement to change in outdoor learning include expansion and subjectivity of learning materials, autonomy in learning, active communication, and provision of learning styles suiTable for each child.
참고문헌 (36)
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