워크북 스타일 답사 자료집의 개발과 적용
Developing Workbook-style Field Trip Guidebook in Undergraduate Geography
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참고문헌
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초록
이 연구의 목적은 대학의 지리교육 전공 답사에 활용되는 답사 자료집을 ‘학생활동’ 및 ‘수행과제’가 포함된 워크북 스타일로 개발하고 이를 답사에 적용해 봄으로써 그 효과를 확인하는 것이다. 대규모로 진행되는 학과 답사의 경우 학생들이 답사 지역에 대해 사전에 풍부하게 이해하고 있지 않다면 답사에 수동적으로 참여하기 쉽다. 개발된 답사 자료집은 기존의 ‘정보전달형’ 답사 자료집에 더하여 학생들의 활동 및 과제를 포함하고 있는 특징이 있다. 포함된 학생활동으로는 지리적 질문 구상하기, 지리적 질문에 답하기, 사진찍기, 스케치, 지리적 현상을 잘 드러내는 경관 찾기, 측정하기 등이다. 워크북 스타일의 답사 자료집을 개발하는데 Gersmehl and Gersmehl(2006)이 제안한 ‘공간적 사고의 개념’이 이론적 틀로써 활용되었다. 이에 따라 자료집의 내용은 (1) 지역의 특성, (2) 다양한 학생활동 및 과제, (3) 지역 및 활동에 적합한 공간적 사고의 개념이라는 세 축을 중심으로 구성되었다. 학생들은 새로운 유형의 답사 자료집이 과제를 많이 포함하고 있어 불만을 표시하면서도 대부분의 학생들이 여러 가지 활동을 통해 많은 것을 경험하고 배울 수 있었다고 답했다. 그러나 개발된 답사 자료집이 공간적 사고의 의미를 완벽하게 구현해 내지 못한 점, 연구가 적용된 사례가 부족하다는 점 등은 이 연구의 한계라고 할 수 있다.
Abstract
Geography field trips are designed so that students might have direct experience of the landscape and/or the people. But, many field trips operated by the geography departments have failed to provide participants individualized experience due to their large scale and the lack of preparation. The authors suggest that workbook-style field trip guidebook is a particularly useful tool for students to fully engage and experience real world and real people during the field trip, through participation in field activities and problem solving directed by the guidebook. These students? activities and tasks have been developed based on three elements: geographic characteristics of the site, available field investigation skills and aspects of spatial thinking. By enhancing the preparatory phase of field trip, participants were more quickly acclimatized once they arrive at the field site and were better able to focus on the key issues. Post-field trip evaluation of the workbook-style guidebook were presented as a result of this study. It showed that while signs of frustration due to the number of tasks were often expressed by the participants, so was satisfaction with individualized learning approach and the range of field skills covered during the field trip. The paper reflects on the problems encountered in trying to apply research ideas in field trip exercises, and concludes with some comments on improvements and further developments.
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