This study suggests traditional science knowledge(TSK) education program through cultural heritage site as a way to provide cultural equality and diversity to science education and utilize educational value of TSK. Furthermore, this study presents the... This study suggests traditional science knowledge(TSK) education program through cultural heritage site as a way to provide cultural equality and diversity to science education and utilize educational value of TSK. Furthermore, this study presents the appropriate educational direction of TSK education program using cultural heritage sites. The purpose of this study is to identify the learning situation and practice students experience through the characteristics of the TSK provided by the cultural heritage site and what students actually learn about TSK. We developed a science educational program 'To be a commentator of korean science culture' that took place at a cultural heritage site Changdeok Palace was developed and applied to 9 students in seventh and eighth grade in 2014 and 2015 (7 students in 2014 and 6 students in 2015). To explain the science imbedded in Changdeok Palace, students gathered relevant materials and explored the contents through the site and the classroom. Students decided on the subject they would comment, wrote the script, and then explained it to 4th and 6th grade students. Cultural heritage site is a place where the indigenous knowledge(IK) of ancestors that has been developed through interaction with the environment is revealed among various traditions related to TSK. In addition, cultural heritage site is an integrated educational material that can show a complex combination of science and its background. Based on situated learning theory, learning was interpreted as a practice of community participation process and therefore characteristics of cultural heritage site was considered to provide main context of TSK learning. This study intends to show what situation and practice students experience in the process of learning TSK of cultural heritage site. In addition, the understanding of TSK students actually constructed through their experience of participating to 'To be a commentator of korean science culture' program. In this study, the researcher participated in all classes and observed students' learning activity as a mentor of the program. Recordings of all 37 classes (18 classes in period 1, 19 classes in period 2) and commentary scripts, in-depth individual interviews were analyzed mainly. Every scripts and presentation materials, s, activity sheets in Changdeok Palace, student portfolios, commentary evaluations, the pre- and post- questionnaires, and commentary reviews were also analyzed. After analyzing the activities of 2014 and 2015 individually, sub- themes were extracted from main scenes. Main-themes were drawn from integrated analysis. Results of this study are presented in the order of TSK learning process through cultural heritage site, understanding of TSK as results of learning, and the meaning of science education through cultural heritage site. First, TSK learning process through cultural heritage site can be divided into two aspects, understanding the TSK applied in the field, and the connection between cultural heritage sites and socialㆍcultural contexts. To understand the TSK applied to field is a process of development of how students perceive field. Students perception of field shifts from extemporal and sensual to more planned and logical experience place where deep knowledge of TSK can be acquired. Students understood field empirically and intuitionally through cultural consensus and experienced emotional sympathy and sensory understanding of TSK in field. Gradually, students understood TSK by connecting field with local natural environment and interpreted and expressed TSK using western modern science(WMS), which is school science. Students modified their knowledge of science concepts through site and formed trust toward TSK through field experience, which is close to full participation. As the last process, students commented on the traditional science reflecting the characteristics of cultural heritage site. Connecting the socialㆍcultural context and TSK of cultural heritage site is the process of expanding the framework of TSK from the subject's scientific information itself to social and cultural background related to it. In addition, students experienced the sharing of TSK with others who share the same culture(general audience, professional commentator, etc.). Students understood TSK through a traditional view of nature(world-view) and realized that view of human toward nature is relative. Comparing various cultural heritages with other natural environments, historical and cultural contexts, and the view of nature and Changdeok Palace, students understood that scientific knowledge including TSK can be expressed and used differently in different cultures. Students reflected cultural understanding of TSK in their commentary. Second, understanding of TSK which is revealed as learning result, can be divided into two aspects, understanding of TSK's characteristics and understanding the meaning of traditional science learning. Students understanding of TSK as scientific knowledge are; it exists in various forms in life and culture, it is formed naturally through the accumulation of experience, it reflects the importance of the age, it has value as integrated knowledge, and that most parts share with WMS. Students reflected the characteristics of these TSK in commentary. In terms of the meaning of traditional science learning, students had responsibility and pride in their culture, communicated and shared TSK with others, applied TSK to learning, considered future value of traditional science can be utilized. As a result, students reflected these meanings of traditional science learning to the commentary. Third, based on the research results above, the meaning of science education through cultural heritage site was suggested. Science education using cultural heritage site means the moving of the focus of science education from 'science culture in the classroom' centered on WMS to 'science culture outside the classroom' centered on the learner. That is to say the expansion of the existing areas of science education in terms of learning goal, learning contents, learning place, learning process, experience of learning, and the objects of communication. Based on the results above, I suggest the followings for TSK education through cultural heritage site. First, we need to help students recognize the importance of coexistence of diverse culture by forming a vision of science culture through TSK and understand the multicultural perspective. Second, the contextual, empirical and emotional elements of the TSK in cultural heritage site should be reflected specifically on TSK education design. Third, cultural heritage site should be utilized as a place for learning the holistic and cyclical aspects of scientific knowledge. Fourth, teaching of TSK should include not only the TSK as results of science activity, but also characteristics of the TSK as a process of science activity. Fifth, we should help students to establish a network of science culture by communicating with various subjects in the process of learning TSK and cultivate cultural identity, belonging sense and responsibility. Through this study, the educational meaning of TSK learning through cultural heritage site was revealed. From this, TSK educational structure that can be used in science education can be more systematized. ，韩语论文题目，韩语论文范文 |
