• Journal of Fashion Business
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• v.18 no.5
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• pp.56-68
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• 2014

The study is about developing of armor design for the children's experience with Gaya armor in museums. The aim of this paper is to combine the culture of Korean traditional armor with the development of cultural products through the research about the relic of Gaya and the analysis of the problem about the status of the operation for children's experience. The current problems of Gaya armor for the children's experience are discrepancies in the material, structure and configuration of the traditional Gaya armor in regards to the aspects of the education and; unsuitability for safety and operation of the outfit in regards to the aspects of the function. Therefore, this paper presents 10 different styles of armor design in consideration of the educational aspects and functional aspects, and this paper confirms the value of the traditional Korean armor by reaffirmation to artistic possibilities and merchantability of Gaya armor.

• Proceedings of the Korea Contents Association Conference
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• 2018.05a
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• pp.243-244
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• 2018

최근 여가 문화 비중이 날로 증가하면서 레저 관광 문화에 대한 관심 증대와 동시에 질 높은 문화 향유에 대한 기대치가 높아지고 있다. 초 중 고 자녀들의 견문 넓히기를 위해 주말이면 나들이를 떠나는 인구 비중 역시 문화 향유 기대치와 비례하여 계속 늘고 있는 추세다. 주말 가족 단위의 여행을 통한 체험은 휴식과 놀이는 물론 교육적인 목적을 포함한 활동이기를 기대한다. 최근 교육 프로그램은 과거 아이들만 현장에 맡기는 탁아형에서 벗어나 부모가 교육 활동에 개입하는 공유형으로 나아가고 있는 추세이며, 가족간 결속과 가족 탄력성이 은연중에 스며들도록 하는 잠재적 교육과정의 실현이 매우 중요해졌다. 본 고에서는 박물관에서의 가족 교육 프로그램 제공을 통한 온가족 참여 교육 결과를 가족 대상 설문과 인터뷰를 통해 분석해보고 보다 적극적인 가족 형태의 교육활성화를 제고하고자 한다.

• Journal of The Korean Association For Science Education
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• v.27 no.8
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• pp.693-698
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• 2007

Science hands-on exhibits are increasingly popular, especially during vacation time. These exhibits hire guides to help visitors to understand the contents. In this study, the qualifications of the guides are investigated through interviews with the producers who run the exhibit. There were two main questions the researcher was interested in during the interviews. One was the importance of the science background of the guides. The second was the characteristics of guides that the producers consider important for successful exhibits. The results show that a science background is not an important qualification in the view of most of the producers. Many factors other than science, such as accountability or social skills, were considered to be of greater importance than a background in science.

• Journal of Engineering Education Research
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• v.9 no.4
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• pp.28-45
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• 2006

As society has changed to being more knowledge-based, it is indispensable that Internet usage is incorporated into education. Therefore, the e-learning system is being developed in order to provide a proper environment. However, many LCMS that were developed, currently are not based on SCORM, the world e-learning standard, nor KEM, the Korea Educational Metadata of Korea Education & Research Information Service(KERIS), and hence, it is difficult to share learning contents developed from such varied environments. National Science Museum, a non-educational institution, also provides the educational science exhibits in reality or in cyber space, which cannot be produced by elementary schools, and secondary schools. Consequently, new systems are necessary, whose modules should be divided into four, for example, 'teachers', 'learners', 'managers', and 'instructors', and be associated with each other so that they are able to integrate and manage such systems, and be used in school education as well. Therefore, in this study, more advanced LMS and LCMS, which are the web-portal sites used for a cyber science class at the National Science Museum, were designed and established. These sites were surely based on the KEM, and the SCORM.

• CRM연구
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• v.3 no.1
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• pp.29-47
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• 2010

This study is intended to examine the effect of characteristics of museum visitors and visit type on perceived relative status, aesthetic responses, and perceived visit benefits, which in turn affect visitor satisfaction and personal and social participatory behaviors. Research was held for four weeks. A total of 308 questionnaires were collected out of 315 distributed. However, additional 15 were excluded due to inadequate responses. The findings of the study are as follows: While museum visitor characteristics yielded significant effects on the perceived relative status and perceived visit benefit, it did not have significant effects on aesthetic responses. Additionally, while visit types showed considerable impact on perceived relative status, it did not yield significant effect on aesthetic responses or the perceived visit benefit. Perceived relative status of a museum had positive effects on aesthetic responses, but not on the perceived visit benefit. Furthermore, while perceived relative status did not have significant effect on visitor satisfaction, it did have evident effects on the aesthetic response and the perceived visit benefit. Lastly, greater visitor satisfaction was confirmed to contribute to greater participatory behavior in various prospective programs and events offered by museums. Hence, it would be imperative for museums to gear their attention to encourage internal participatory behaviors such as visitor education, donation and charity events, which would consequently transcend to viewing museums more as a public space shared by the general public.

• Journal of the Korean earth science society
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• v.39 no.4
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• pp.388-400
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• 2018

The purpose of this study was to explore the nine components of computational thinking (CT) practices and their operational definitions from the view of science education and to develop a CT practice framework that is going to be used as a planning and assessing tool for CT practice, as it is required for students to equip with in order to become creative problem solvers in $21^{st}$ century. We employed this framework into the earlier developed STEAM programs to see how it was valid and reliable. We first reviewed theoretical articles about CT from computer science and technology education field. We then proposed 9 components of CT as defined in technology education but modified operational definitions in each component from the perspective of science education. This preliminary CTPF (computational thinking practice framework) from the viewpoint of science education consisting of 9 components including data collection, data analysis, data representation, decomposing, abstraction, algorithm and procedures, automation, simulation, and parallelization. We discussed each component with operational definition to check if those components were useful in and applicable for science programs. We employed this CTPF into two different topics of STEAM programs to see if those components were observable with operational definitions. The profile of CT components within the selected STEAM programs for this study showed one sequential spectrum covering from data collection to simulation as the grade level went higher. The first three data related CT components were dominating at elementary level, all components of CT except parallelization were found at middle school level, and finally more frequencies in every component of CT except parallelization were also found at high school level than middle school level. On the basis of the result of CT usage in STEAM programs, we included 'generalization' in CTPF of science education instead of 'parallelization' which was not found. The implication about teacher education was made based on the CTPF in terms of science education.

• 대한공업교육학회지
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• v.45 no.2
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• pp.131-158
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• 2020

The purpose of this study is to develop and apply an informal engineering education program for engineering education that is realized outside the framework of formal education. To this end, a non-format engineering education program was developed and rationalized, discussing participants' experience in participating in the program. The developed non-format engineering education program was applied to 90 high school learners interested in engineering in a one-night, two-day camp format, and the goal was confirmed through open surveys and in-depth interviews. The goal of the non-format engineering education program is to understand the importance of engineering and engineering design in real life and the principles of engineering design processes, and to use a variety of knowledge and tools to creatively solve engineering problems creatively. In addition, education programs were developed based on the fact that real-life examples allow engineers to understand what they do, design their own careers, and collaborate with colleagues to share various engineering issues and develop communication skills on engineering topics.

• The Journal of the Korea Contents Association
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• v.18 no.6
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• pp.342-352
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• 2018

Seongri scholars of the Joseon Dynasty said that portraits were revered as academic teachers, and that the personal meaning was typical. Portraits in the latter phase of Joseon Dynasty have been popular in various contexts, especially in the sense of the texture, the religious church, and the ritual service. The etiquette and written aspects contained in portraits can point out the problems of contemporary society's individualism and attitudes through the expressive and personal approach to the art of painting. The purpose of education is to explore relationships with others, to coordinate myself with others, to have respect for others, and to change the inner workings of individuals. Through this, we can explore and explore personality education elements and find ways to achieve personality education through the exploration of figures using portraits as educational material, the process of making portraits, and the discovery of meaning. Therefore, for systematic appreciation, we are planning to set up an appreciation standard by proposing a 3-step review process applied to the 2015 revised education course.

• Journal of the Korean Society of Earth Science Education
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• v.9 no.2
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• pp.173-185
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• 2016

Since Daejeon observatory has been built as the first astronomical science museum(ASM) whose theme is astronomy and space, many ASMs have been built or are being built by the governmental support. ASMs are requested to perform an important role as the educational venue that can be experienced the scientific activities for supplementing regular science education. This study investigated the analysis of the connection to astronomy-related contents of science curriculum revised in 2009 for exhibits of 17 ASMs. As a result, exhibits of ASMs show the low reflectivity to science curriculum and are very biased to standard of accomplishment. That is, they are not sufficient enough for the students to reach the learning objectives. However the astronomical scientific activities which are hard to be performed in regular school curriculum can be experienced at ASMs. Additionally, since exhibits of ASMs are easy to access and accept, they can provide the effective educational activities and learning effect. Therefore, ASMs have to be improved for supplementing regular science education through the informal curriculum of astronomical scientific activities by the producing and displaying good astronomy-related exhibits.

• Journal of The Korean Association For Science Education
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• v.34 no.5
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• pp.499-510
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• 2014

The purpose of this research is to understand interactive learning during docent-led tours in a science museum focusing on scaffolding. We developed a scaffolding framework by collating the work of other researchers in related fields. The results show that scaffolding included three dimensions: purpose, interaction, and domain. The purpose dimension, divided into six categories, is related to the intention of the scaffolder and what the scaffolding are for: strategic, social, procedural, conceptual, verbal, and metacognitive. The interaction dimension reflects students' interaction with the scaffolder in two ways: dynamic (situation specific) and static (planned in advance). The domain dimension is related to two contents: domain-general and domain-specific (such as science). The scaffolding framework was applied to dynamic interactions between docents and visitors. The data was collected from elementary school students' family visits with the guidance of two docents at the Seodaemun Museum of Natural History. The data collected consisted of surveys, interviews, video-recordings, and transcripts. The analysis shows that five guiding contexts and scaffolding phases were recognized; 1) strategic scaffolding in a poorly illustrated exhibit; 2) conceptual scaffolding in a thoroughly explanative exhibit; 3) verbal scaffolding in misleading interpretation; 4) procedural scaffolding in a manipulative exhibit; and 5) metacognitive scaffolding with inaccurate content. In addition, the results show that the docents used the dynamic and static scaffolding synthetically so that the docent-led tour was effective. In conclusion, this study presents the usefulness of understanding visitors' science learning through the scaffolding framework, as well as the how docents can scaffold actively.