미국 자연사박물관의 전시물에 반영된 학교 과학교육과정

Abstract

This study explores the possibilities to link the natural history museums as one of non-formal science education settings to the school science. The purpose of this study was to investigate the degree of reflection of school science curriculum in the exhibits of natural history museums and to provide basic information for future cooperation of two educational activities. Two national natural history museums, the Smithsonian National Museum of Natural History and the American Museum of Natural History in the United States were selected on the basis of importance and size of the museums. All museum exhibits examined were recorded and analyzed by research team that visited the museums in Feb. of 2005. The checklist prepared was based on the National Science Education Standards of the United States and TIMSS (Third International Mathematics and Science Study) that were closely related to the school science curriculum. The four domains included in the checklist are biology knowledge, understanding of inquiry, STS, and nature of science. The results of this study indicated that the exhibits of the natural history museums included many elements of scientific knowledge, understanding of inquiry, STS and nature of science in various ways of representation. In addition, it was found that the natural history museums could provide the learning on the nature of science or the understanding of inquiry process which were difficult to be dealt with in school science classes. It is implied that the natural history museums have a potential to contribute for science education as a partner of schools.