• The Journal of Korean Association of Computer Education
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• v.17 no.5
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• pp.25-34
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• 2014

The object of this study is to improve obstacles related with physical affordance and cognitive affordance by adopting Norman's theory for affordance of mobile application of museum education. As to conduct the study, I have selected the mobile device application of G museum for the need of observation and interviewing, and have applied think aloud protocol to analyse matters of affordance. By this study, learners will be possible to conduct appropriate behavior instantly under the circumstance of unfamiliar museum mobile environment because of sophisticated design to make learners perceive and understand information provided with designed interface based on realistic improvement that will be made by inspecting possible problems of affordance in position of museum education mobile system users. Additionally learners will be able to control contents of museum and to experience interactive learning which motivate exploratory activity to accomplish meaningful learning.

• Journal of Korean Library and Information Science Society
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• v.46 no.2
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• pp.153-180
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• 2015

This study is to investigate the development of 'Educational Larchiveum' especially for the Kyeongsangnam-do Provincial Office of Education. 'Educational Larchiveum' means Educational Archives including some museum and library functions. This study begins with articulating that why the provincial offices of education should establish their own archives despite of legal obligation. It draws the roles of 'Educational Larchiveum' and its environmental requirements, based on analysing the Archives/Museum case of Toronto District School Board Education. Finally it suggests that how Gyeongsnam-do Offie of Education can establish the 'Educational Larchiveum' in condition of integration of the Gyeongsnam-do Educational Museum and the private educational museum(Park Yeon-mook Educationl Museum).

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2014.10a
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• pp.118-121
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• 2014

In modern society, to be achieved status as a Science edutainment experience, not just a science museum is established. It requires strategy and differentiation of a variety of entertainment, including theme parks, games, movies which are youth like. When the understanding of the audience for the principles of science to improve the use of ICT Convergence contents display, you need to take measures to increase the effectiveness of the Science Museum by giving the function of interesting leisure space in addition to the popular area of Science Education, Scientific and Cultural aspects reached. This role requires a science museum as a cultural space with the community as a chapter in science education. Science Museum is not a need to worry about what will convey to the public as efficiently as the Mecca of the educational content for the National Science Education. The analysis of the external environment, the composition will take on science education as a mecca of science education and how to combining ICT convergence technology in modern society beyond mere science museum experience and education in this study.

• The Journal of the Korea Contents Association
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• v.22 no.10
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• pp.39-46
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• 2022

The overall digital transformation in society is rapidly progressing with the corona virus epidemic. In particular, in the field of cultural heritage and museums, digital transformation is taking place throughout the preservation, management, and utilization of cultural heritage. To respond to this, the importance of cultivating the digital literacy of museum professionals to select and utilize digital cultural heritage information is increasing. However, the current digital capacity education of museum professionals has not reached the cultivation of digital literacy due to one-way theory and one-way practical education. To overcome this, we propose a digital capacity building program using virtual museums. We propose a curriculum based on participatory museums, cooperative learning, and project-based learning theories. Learners experience the entire process of acquiring, selecting, and utilizing digital cultural heritage information through individual, cooperative, constant, exhibitions, and project-based learning programs. We were evaluated by experts in terms of education, museum education, and ICT technology education to prove its usability and derive improvements. This study will contribute to building the digital capacity of museum professionals.

• Journal of Engineering Education Research
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• v.25 no.3
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• pp.11-25
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• 2022

The purpose of this study is to propose a strategy model for engineering education for citizen through the connection between colleges of science and engineering and science museums as a way to achieve citizen science. For this model, the role of universities was redefined as social contributions through engineering education from the perspective of knowledge triangle and university entrepreneurship. In addition, the science museum was re-examined as an engineering education platform and selected as an institution that supports the contribution of colleges to society. For practical model development, the connection types of these two institutions were analyzed as case studies and interview to collect opinions from experts in the science museum. In this process, convergence education content development, reinforcement of college-science museum linkage, infrastructure construction, development of college resource utilization plans, and maintenance and expansion of educational programs diversification were derived as components for model development. Based on this, engineering education model for citizen was presented that matches educational programs according to the type of participation of colleges including key factors and considerations.

• Journal of the Korea Convergence Society
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• v.11 no.9
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• pp.125-134
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• 2020

This study analyzed the cases of online art museum education based on the core competency of Jenkins' new media literacy to supplement the limitations of online art museum education programs. The core competency of media education suggested by Jenkins can serve as a reference point for an online art museum content. For the case analysis, 4 museums were selected as the domestic art museum, and 4 as the overseas art museum. The results of analysis based on new media literacy are as follows. In the case of overseas art museums, content for mutual communication such as video conferencing and commenting at the bottom of the site page was constructed, but domestic online art museums lacked these elements. Therefore, there is a need to improve core competency of appropriation, networking, negotiation, distributed cognition, and collective intelligence by organizing communication content.

• Journal of the Korean Society of Earth Science Education
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• v.1 no.1
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• pp.41-51
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• 2008

For teaching-learning to geological region of earth science part in science education, middle school, the practical uses of natural science museum are very effective. So, the appropriate uses of the natural science museum are necessary for the teaching and learning of Science Education. This study aims to consider the presentation characteristics of the natural science museum and to examine how is effective it to geological region in middle school science curricula on those uses. From the results, the natural science museum is low in multi-sided and open-endedness presentation characteristics but high in ones of accessible characteristic. And its presentations are good in multimodal characteristics using supported materials but relatively low in relevant and multimedia ones. In the museum, diorama and self-performing presentation types are not but internet ones are most. The presentations of the natural science museum are mainly assigned to knowledge region linked to basic science concepts but relatively insufficient in STS aspects, on the basis of connection the presentations with middle school science curricula. It is respected that these insufficiencies might be diminished by variable arrangements of and explanations to the presentations for understanding improvements. And, applies to the presentations in STS may be encountered, if multi-sided observations to them is available.

• Hwankyungkyoyuk
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• v.23 no.4
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• pp.15-31
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• 2010

This research aimed for revealing social interaction-based environmental learning elements at the natural history museum. First, we carried out a survey of the perceptual change about 'the environment' concept. It was for confirming whether environmental learning occurred in visiting. Second, we found environmental learning elements through analyzing dialogues among small group members during looking around the museum. Social interaction-based environmental learning elements were classified into five; knowledge, affection, value, skill, behaviour. Each environmental learning element included several sub-elements, so we revealed totally 9 environmental learning sub-elements. By results, we said characteristics and possibility of the natural history museum as an informal environmental educational institution. It is meaningful for extending areas of environmental education.

• Korea Science and Art Forum
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• v.6
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• pp.67-78
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• 2010

The purpose of this study was to examine the educational methods and the educational effects using the cloud chamber in order to help young people to understand the nuclear energy and the ionizing radiation. In this study, we surveyed not only the history and the value of the cloud chamber as an hands-on exhibit in the science museum, but the case study on the nuclear hands-on education and the nuclear out-of-school education using the cloud chamber. And we analysed the satisfaction degree of participants in the out-of-school education using the cloud chamber in the science museum.

• Journal of The Korean Association For Science Education
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• v.24 no.2
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• pp.357-374
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• 2004

This paper described the types and characteristics of educational programs in major natural history museums of the world. Data were collected from the websites, annual reports, and written materials of the Natural History Museum at London, Australian Museum at Sydney, Field Museum of Natural History at Chicago, Smithsonian Museum at Washington D.C, Royal Tyrrell Museum at Canada and American Museum of Natural History at New York. As the result of this study, we presented ten types of educational programs, which were moveable museums, workshops, lecture/courses, festival/events, discovery activities, scientific exploration/research projects, field trips, youth curators/internship, loan materials and camp/tours. We also described the examples equivalent to each program type. The characteristics of educational programs provided by museums as informal learning settings were analyzed in terms of their themes, participation levels, connection with exhibition, relation to curriculum, and learning activity levels. Information in this paper will assist science teachers, museum educators and curators: (1) to design and implement various types and contents of educational programs; (2) to use characteristics of educational programs to assess and develop them; (3) to make important contributions to science education that involves the introduction of various scientific aspects and collections to the public, and the use of programs for science learning and teaching coherent to existing curricula.