• Journal of Science and Technology Studies
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• v.5 no.2 s.10
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• pp.97-127
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• 2005

While science museums, whose functions consist traditionally in collecting, preserving, researching, and displaying science-related objects, present scientific knowledge, figures, or tools in the historical context, science centers give more emphases on science education by exposing interactive exhibits to their visitors. However, neither objects-oriented exhibits nor hands-on technologies can provide museum visitors with the full insight into modem science in terms of its complicated relationships to politics, economy, culture, art, risk, and environment. This paper argues that for the 21st century we need to establish a new kind of science museum through the critical examination of its previous kinds - science museums and science centers. In the first part of this paper, the history of the first and second generations of science museums, including their recent trends in science centers, in the West will be elaborated. Secondly, the development of national science museums in Korea will be discussed specifically for the understanding of Korean science museums. The next part of this paper will seek for the possibilities of the third generation of science museums through three examples, which show interdisciplinary, contextual, and institutional approaches to change science museums or science centers. Fourthly, the social function of science museums as 'forum' will be discussed in relation to promoting public 'participation' of science as well as public 'understanding' of science. As a conclusion, some practical suggestions and conceptual guidelines will be proposed for the future Korean national science museum.

• Journal of the Korean earth science society
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• v.32 no.4
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• pp.411-421
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• 2011

The purpose of this study is to classify the budget and settlement of global natural history museums into functional criteria, to compare and analyze the integrative research and general administrative functions of these museums, and to suggest the standard of budget compilation of the Korean National Museum of Natural History, which will be established in the near future. Annual reports, documents of budget request, financial statements and account books were collected from the following museums: SNMNH of The U.S.A, AMNH of the U.S.A, NHM of England, MNHN of France and NMNS of Japan. The integrative research and general administrative functions of the studied museums are reclassified into the criteria of budget and settlement data of the Smithsonian National Museum of Natural History. After arranging the details regarding budget and settlement of each museum, the international comparative analysis was investigated on the amounts of the integrative research and general administrative functions among the studied museums. The comparison and analysis show the ratio of integrative research function and general administrative function in budget expenditure standard at 6:4 in natural history museums of the U.S.A and England, of which the functions of research, education, exhibition and publication are considered to be the most activated in the world. This implies that museums should increase the budget for support of integrative research to allow them to maximize their functions.

• Journal of the Korean earth science society
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• v.38 no.7
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• pp.581-597
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• 2017

In this study, we conducted a statistical analysis to see how visitors were satisfied through experiences at the Goseong Dinosaur Museum, which is a representative natural history museum in the Republic of Korea. As a result, during the last 10 years (2005-2014) the total number of visitors to the Goseong Dinosaur Museum was more than 3,410,000 persons. The maximum- and minimum number of visitors per year was more than 440,000 and 300,000 persons, respectively. The annual average number was more than ca. 340,000 persons. Among the visitors, the number of individual visitors was more than 2,800,000 persons (82.0%) and the number of group visitors was about 610,000 persons (18.0%). As a result of the monthly visitor analysis, the maximum number of visitors was about 530,000 persons in August while the minimum number of visitors was about 140,000 persons in February. The visiting patterns of the individual and group visitors were different. There were the largest number of the individual visitors in August and the smallest number of them in December, whereas the largest number of the group visitors in October and the smallest number of them in February. The visitor's residence was generally proportional to the geographical accessibility and the number of people in their residence. The results showed that the degree of visitor's satisfaction using Likert scale was relatively high with the score of 4.1. However, the visitors recommended that some facilities should be improved. Regarding the number of visits and the intention of revisit, 102 persons (53.1%) of 192 made a visit to the museum more than two times, and 178 persons (89.9%) of 198 visitors would like to visit the museum again. It is recommended that the results of this study be used in developing a long term-plan or for the Goseong Dinosaur Museum.

• Journal of The Korean Association For Science Education
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• v.24 no.1
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• pp.129-145
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• 2004

Since science was first taught in schools, maybe during the 18th century, school science education has experienced many substantial changes in its goals and nature over the period. The historical changes are usually referred to by some key terms, like, mechanics' institutes, object lessons, heuristics, general science, inquiry, STS, misconceptions. To characterize these changes, science educators frequently use some slogan-like analogies, referring to parts of the human body to indicate the movement of science education during a particular period of time: for example, 'Hands-On' for inquiry movement during 1960s-70s, 'Minds-On' for constructivist movement during 1980s-90s. In this paper, we briefly summarize the overall historical development of science education in Britain, then further expand the analogies to cover the overall process, that is, Ears-On ${\to}$ Eyes-On ${\to}$ Hands-On ${\to}$ Minds-On. To illustrate future directions of the 21st century, we propose a new analogy, 'Hearts-On', and also discuss the meanings and implications of a 'Hearts-On' analogy by illustrating how this new paradigm can be applied to reflect various current trends of science education, particularly in Korea. In addition, a parallel historical change between school science and science museums & centres is discussed.

• International Journal of Computer Science & Network Security
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• v.21 no.4
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• pp.140-144
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• 2021

The article considers aspects of improving the quality of training of specialists based on the use of modern information and communication technologies in the educational process; the use of teaching methods and, as a result, an increase in the creative and intellectual components of educational activities; integration of various types of educational activities (educational, research, etc.); adaptation of information technology training to individual the characteristics of the student; ensuring continuity and consistency in learning; development of information technologies for distance learning; improving the software and methodological support of educational process.

• Journal of Korean Society of Forest Science
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• v.105 no.1
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• pp.149-156
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• 2016

Forest museums can be defined as facilities for the collection, exhibition, and education of the forest or forest related artifacts or data. This study was performed to measure the educational value of Gyeongnam state forest museum's forest and its environment. The tool used was the Contingent Valuation Methods (CVM) which is well known as a value estimation tool of environmental goods. The study for the value estimation is performed from April, 2014 to October of the same year through selection of the subject, decision of proposed price, and orientation of the survey staffs and total of 386 surveys were used in analysis. The value estimation tool used the DBDC logit model and the input parameters were number of visit (time), degree of environmental education (contri), the environment conservation effort of the respondent (execu), the education level of the respondent (edu), and income of the respondent (inc) and trimmed mean (WTPtruncated) was used. The estimated value of flora and environment education per each person per visit is 23,338 won. When applied to the average annual visitors deducted from 2010 to 2014, which is 430,000 per year, the environmental value that Gyeongnam state forest museum is providing to visitors each year is about 10 billion won. The result of this study is significant to propose the value of forest education and environment that the forest museum is offering to the visitors in the current currency. This is an evidence to directly determine the value of the forest museum and therefore proposing an opportunity change the recognition toward the forest and environment education.

• Journal of the Korean earth science society
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• v.30 no.1
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• pp.127-140
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• 2009

The purpose of this study was to explore the characteristics of children's interactive learning focusing on the Vygotsky's ZPD (the zone of proximal development) in a natural history museum as a representative free-choice learning context. We focused on the understanding of peer dyadic discourses and data were collected from 13 peer groups of children (3rd and 4th graders) who were videotaped all conversations occurred as they visited around the exhibits with no predetermined path. The transcribed data were analyzed by the developmental level of ZPD system and the discourse within an ADL (an actual developmental level) was overwhelmingly common in the conversations between child-child dyads. The representative discourse by discourse types were parsed according to three constructs of ZPD. Children formed the intersubjectivity through semiotic mediation such as conversations and exhibits and ended up with the similar situation definition. In conclusion, the details of discourses of the most impressive dyad were looked into focusing on the scientific concept. The study implies that a natural history museum becomes a meaningful resource to offer a deeper understanding of the nature of children's learning as an informal learning setting.

• Journal of the Korean earth science society
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• v.40 no.1
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• pp.86-106
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• 2019

The purpose of this study is to develop an astronomy education program reflecting astronomical thinking to be used at science museum and to investigate the effect of the program on the improvement of astronomical thinking ability of high school students. After selecting the components of astronomical thinking through literature studies, we developed an astronomy education program consisting of four stages: demonstration and observation, and question and thinking, support and group discussion, demonstration and assessment. In order to verify the effectiveness of the program, we conducted a covariance analysis on the pre- and post-tests of the experimental group and control group to examine the level of students' thinking before and after using the program in teaching and learning. As a result, it was confirmed that the astronomy education program reflecting astronomical thinking was effective in promoting students' astronomical thinking ability. In particular, this program was effective in enhancing the ability of modeling by reconstructing the observed astronomical phenomenon from the viewpoint of the universe with respect to spatial thinking in the astronomy domain. It was also effective to improve the ability of organizing the system by grasping the relationship between the elements constituting the astronomical system in relation to the system thinking in the astronomy domain. This study is significant in suggesting a specific teaching and learning program to develop students' astronomical thinking.

• Journal of the Korean earth science society
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• v.32 no.5
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• pp.485-493
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• 2011

There has been increasing evidence of the positive effects in informal science programs to promote the youths' positive development. However, relatively a small number of informal science programs target specific student populations such as youth in poverty with little research done about the important program factors. This case study presents an exemplary informal science education program (focusing on Earth Science Education or more specifically, water in urban environments) for youth in poverty in a midwest city of the United States. This study explored the most important characteristics of the program that could lead to positive development for the youth. Through a number of observations of the program and interviews with the participants, this study employs inductive and interpretive research methods. Findings show that the program managers' beliefs about the youths' knowledge and experiences, their relationship building skills, and their cooperative work are very important. A concrete mission for the program and structured institutional support to hire the youth as paid museum staff are also important in assuming their responsibility and building identity as an active social member.

• Journal of Korean Elementary Science Education
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• v.25 no.3
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• pp.331-337
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• 2006

This study examined the elementary school teachers' present utilization of science museums in teaching-learning and their perceptions of the educational programs in science museums. The results indicate that teachers have not utilized science museums as intimately as possible with formal instruction, therefore, the students' experiences of science museums are usually limited. The main reasons for lower than optimum usage of science museums in their teaching and learning is not because of its insignificant educational effects, but because of the lack of external and administrative support mechanisms. The elementary school teachers prefer to commit to programs in science museums such as science camps or experiment activities, and those exhibitions which have some kind of clear and discernable relation to the school curriculum. The results also indicate that most teachers want to participate in the various activities of science museums, such as developing and managing the programs or pre- and post activities for museum field trips, participating in the teachers' community in science museums, and so on.