Building a Co-participatory Partnership Framework for School-visit STEAM Outreach Program

( Inae Kang ),( Jungwon Hwang ),( Jin Hye Jang ),( Eunsung Kang ) 한국교육공학회 2016 한국교육공학회 학술대회발표자료집 Vol.2016 No.1

This study aimed to provide a co-participatory partnership framework for a school-visit STEAM outreach program. The framework has been created through a STEAM outreach program practiced between an elementary school and an University hospital, in which 76 students with two teachers, and three medical doctors have participated during the fall semester of 2015. Data analysis collected from interviews and surveys with the participants showed highly positive responses to the program, which, in turn, reflects the usefulness of the framework. The STEAM outreach framework is basically a model of school visit which seems to ensure more possibility of sustaining the outreach program, compared to the models of organization visit more often experienced in most STEAM outreach programs. The framework, on one hand, assumes three pedagogical principles of STEAM (context-based, creative design, affective experience) in developing the STEAM outreach program, and the other hand, suggests three stages of management (planning, designing, and implementing), each of which describes specific roles of the participants, and things to consider for the outreach program management.

Cultural Imperialism and English Education in Korea

Kang Inae 경희대학교 부설 교육문제연구소 1996 論文集 - 경희대학교 교육문제연구소 Vol.12 No.1

According to Giroux(l981, pp. 78-79), schooling is a form of ideological apparatus that functions both to "sustain and resist" the values and norms of the dominating classes. When Korea was under Japan's colonial rule during the first half of the twentieth century, Korean schools, especially private schools founded by nationalists played this ambivalent role in the given political condition. While being forced to teach the students to assimilate themselves to Japanese culture and to become agents of colonial domination, the schools were the locus to develop the critical consciousness that can loosen the hold of colonial power and strengthen the national struggle against Japanese colonialism. After the nation's independence, on the contrary, the schools have been under the continuance of military dictatorship no more than an agency for the encroachment of new imperial forces, the United States in particular. The reason for this changed role of schooling in the postcolonial age lies partly in the unilateral evaluation of what the United States has done to Korea. Many right-wing politicians and conservative intellectuals who have maintained political and cultural hegemony stress the fact that the United States has delivered Korea from Japan's colonial domination and also has protected Korea from the communist invasion in the Korean war. Yet they have never questioned the responsibility of the United States for the national division and for the continued support of Korean military dictatorship. Korean people thus came to regard the United States as a guardian of freedom and peace, as a country for which they ought to be always grateful. This is why Western cultures including English language and literature have been embraced without any conflict or refusal on the part of Korean people. Recently, however, the movement of educational reform led by the Teachers Labour Union creates a new era of schooling in Korea. Although more than thirteen hundred teachers involved lost their jobs as the result of governmental suppression, they continue to struggle for the realization of "true education," believing that the structural contradictions of Korean society sterms from absurd educational system. What they attack is not only the current pedagogy and institutions but the underlying concept of education itself. Their ultimate aim is to demystify the false consciousness or "bad faith" imposed by the repressive social structure, and to raise what Wood (1985) called "critical literacy" which refers to "the process of helping students have critical awakening about their social and political realities and resist against an attempts to perpertuate marginalization of their position" (McCathy, 1990, p. 113). Not surprisingly, the program the teachers suggest as an alternative for "true education" includes a reinterpretation of English literature and Western cultures from a Korean point of view, They question themselves what kind of connection exists between English literature as a product of foreign culture and socio-political realities in Korea, and why and how the mind of Korean intellectuals have been subjugated by the discourse of cultural imperialism implicit in the formalist tradition of English literature. This self-examining project, this revisionist approach to Western cultures by the Teachers Labour Union is, in fact, in harness with the emergent movement of National Literature. Those involved in national literature maintain that Korean literature, unlike its Euramerican counterpart, is inseparable from such existing social conditions as economic inequality, regoinal antagonism, political backwardness, and national division. At the same time, they also emphasize that the national literature of Korea must be in line with Third World literature so as to challenge the hegemony voice of Eurocentrism in the age of neocolonialism. What they purport is a reversal of perspective, a shift from the marginalization into the centralization of Korean literature. For them, English is not the language any longer, but a language just as Korean is one. They are aware of the fact that, unless Korean cultural identity is established, multiculturalism is nothing but a cultural synchronization. This is why they consider the ultimate of Korean intellectuals in the postcolonial age to be the accomplishment of decolonizing the mind.

Sociomoral Development in PBL Environments : A Case Study of an Elementary School

Kang,Inae Korean Society for Educational Technology 1999 International Journal of Educational Technology Vol.1 No.1

Most PBL programs tend to focus mainly on cognitive development of the learner. Yet, since PBL emphasizes collaborative and interactive thinking and activities between the teacher and the learner or among peer learners, 'sociomorality' which implies the development of interpersonal relationships emerges as another educational effect of PBL. This case study conducted with children of the first grade in an elementary school during this fall semester, aimed at detecting any development or changes of sociomorality of the children within PBL environments. The findings of this study indicates when PBL is compared with the other non-PBL class and in difference between before the instruction, PBL class showed significant difference in terms of their sociomoral development.

GBS(Goal-Based Scenario)에 의한 수업 개발 및 적용 방안 연구

강인애(Inae Kang),이명순(Myongsoon Lee) 한국환경교육학회 2008 環境 敎育 Vol.21 No.4

Recently environmental problem becomes such a big issue allover the world that the necessity and importance of the environmental education in school has been simultaneously emphasized. While diverse methods for the environmental education have been researched, this paper, especially focused on a teaching-learning model called GBS (Goal-based scenario), aims to provide a new learner-centered approach for the environmental education. For this purpose, this paper first briefly presents two theoretical backgrounds of GBS (i.e., constructivism and Schank’s dynamic memory theory), which is followed by specific and concrete strategies and methods of how to apply GBS in class for the teacher. GBS(Goal-Based Scenario) is a learner-centered model in which learners are presented with a reality-based scenario (or task or problem) and go through several stages of ‘missions’ to get to a final solution of the given scenario. GBS, while completely resonant with other constructivist learning models in terms of learner-centered approaches, is distinctive from others, when it supplies more specific, structured guides of learning, called ‘missions’, to the students throughout the whole learning process. In a words, GBS ought to be recognized as an unique learner-centered model compromising the contradictory concepts of ‘learner control’ and ‘structure and specifics’ in learning environments still without any damage of constructivist learning principles.

팀 구성 방식에 따른 학습활동 만족도 : 질적 자료 분석에 의한 사례연구

강인애(Inae Kang),정은실(Eun-Shil Jung) 한국교육방법학회 2010 교육방법연구 Vol.22 No.3

학습공동체를 경험할 수 있는 출발점은 소그룹 팀 구성에 의한 학습 환경이라고 할 수 있다. 이를 통해 학생들은 협력적 학습력을 익히면서 자연스럽게 학습공동체의 일원으로서의 경험을 하게 된다. 이에 본 연구는 협력학습의 활성화 방법으로서 소그룹 학습 팀을 구성하여 구성 방법에 따른 학생들의 학습 활동에 대한 만족도를 질적 연구 자료 분석 소프트웨어인 Nvivo8을 활용하여 비교 분석,제시하였다. 본 연구의 대상은 교양 교직수업을 듣는 S 대학의 동일전공 학생들로서, 친분관계에 따라 학생들 스스로 구성한 학생자율팀과, 학습유형 측정결과에 따라 이질 유형으로 구성된 학습유형 팀으로 2개 반을 나누어 한 학기 동안 수업을 진행하였다. 이후 4항목으로 구성된 개방형 질문지를 나누어주어 소그룹 학습팀으로 운영되는 학습 활동에 대한 만족도를 작성하도록 하였으며, 성찰저널과 함께 자료는 Nvivo8 이라는 질적 자료 분석 방식의 소프트웨어를 활용하여 분석하였다. 그 결과, 소그룹 학습팀 활동에 대한 만족도는 두 팀 모두 70% 이상으로 높게 나타났으나, 불만족도에서는 학생자율팀이 학습유형팀보다 훨씬 다양한 이유와 더불어 더 높은 수치가 나왔다. 학생자율팀이 지적한 만족과 불만족의 이유는 대부분이 친한 관계에서의 편안한 학습 분위기라는 사실에서 비롯되 었는데, 결과적으로 이 팀은 ‘사회적 공동체적 관계’에서 학습이 이루어졌다는 것을 알 수 있었다. 반면에 학습유형팀은 팀 활동과 관련하여 불만족스러운 이유는 거의 없었으며 대부분이 만족스럽다는데 높은 점수를 주고 있었다. 이는 이들 팀은 수업의 처음부터 끝까지 ‘학습공동체적 관계’를 유지하면서 진지한 학습활동, 문제해결과정 자체에 몰입하고 있는 모습을 볼 수 있었다. 결국 본 연구의 결과를 볼 때, 소그룹 학습 팀에 의한 수업은 팀 구성방식이 어떤 것이든 간에 학생들에게는 분명학습 환경으로서는 긍정적인 경험으로 인식되고 있었으나, 만일 학습활동 자체를 강조하기 위해서는 학습유형에 따른 이질집단으로 구성된 학습유형팀이 학생들 간에 친분관계를 중심으로 자율적으로 구성한 학생자율팀보다 좀 더 바람직한 결과를 기대하게 한다고 할 수 있다. This study aims to examine how different would be the satisfactory levels on the learning environments according to team-organizing methods. This study, first, divided the total 62 students of the same majors in a 2 year college into two learning groups: The first group is called ‘student-selected teams’ which were organized according to the degree of friendship as the team-organizing criterion, while the other group was called 'learning style-based teams' which were organized the students with different learning types based on the result of 'Learning Style Inventory' by Kolb, which was conducted before the class began. Each group(i.e., Student-selected teams and Learning style-based teams) which was consisted of several subgroups with 4 to 5 students per group and lasted for the whole semester, was supposed to write their thoughts on the given ‘open-ended questionnaire’ with 4 questions at the end of the semester. Their answers to the questionnaire have been analyzed in order to compare their specific reasons and contents for or against the team-based learning environments by using Nvivo8, a program for qualitative research data analysis. The results were as follows: 1) The general satisfactory levels to the learning activities from the both groups were almost equally high (more than 70%), 2) yet, more specific content analysis of the questionnaire by Nvivo clarified some differences between these two groups: The student-selected teams were inclined to show the characteristics of 'social community', in which friendly relationships in relaxed, comfortable environments were highly valued and appreciated, and which, in turn, rather became disturbing factors for then serious learning engagement; on the other hand, the learning style-based teams were, from the beginning of the class, characterized as 'learning community' where the team members worked hard with a strong sense of community, thus, responsibility for their roles as a team member in the learning community, and fully immerging into the learning activity for problem-solving as a team. In conclusion, it is clear that collaborative learning groups should be positively considered as a way of learning activities. Yet, at the same time, this study showed more meaningful and valuable results from the learning style-based teams than the student-selected teams in terms of learning engagement and effects.

21세기 학습자의 핵심역량 제고를 위한 교육방법:

강인애(Inae Kang),진선미(Sun-mi Jin),여현숙(Hyun-suk Yeo) 학습자중심교과교육학회 2014 학습자중심교과교육연구 Vol.14 No.4

21세기 핵심역량은 기관에 따라 다양하게 정의되지만 크게 세 가지 영역, 자율적 행동, 도구활용, 그리고 사회적 상호작용 역량으로 정리할 수 있다. 이러한 핵심역량을 함양하기 위한 학습방식은 전통적 강의중심, 교사중심의 수업과는 달라야 할 것이다. 이에 대한 대안적 방법으로서 e-PBL을 제안해보고자 하였다. 이를 위해 우선규명된 21세기 학습자를 위한 핵심역량을 분석틀로 하여, ‘e-PBL’ 수업사례의 학습효과를 분석해보고, 그 결과로서 과연 e-PBL 수업방식이 21세기 핵심역량을 강 화하는데 기여할 수 있는 교육방법인지를 살펴보고자 하였다. 이를 위해 본 연구에서는 1999년부터 시작하여 2013년에 이르기까지 국내 KCI등재 e-PBL 관련 논문 중, 47편의 e-PBL 수업사례 연구를 선정하였으며, 이후 이들 연구에서 제시한 학습효과를 앞서 분석한 핵심역량 3영역 16요소와 연결해보았 다. 그 결과, 첫쨰, e-PBL의 학습효과는 핵심역량 중 자율적 행동 역량(43.6%, 180편), 도구 활용 역량(28.3%, 117편), 사회적 상호작용 역량(28.1%, 116편)영역 순으로 비교적 골고루 모든 역량 함양과 관계가 있음을 알 수 있었다. 둘째, 약간의 비율적 차이는 보였지만, 모든 대상학령에서, 그리고 사용된 매체에 상관없이 e-PBL 수업 효과는 핵심역량과 대부분 일치하고 있음을 알 수 있었다. 이러한 연구결과에 따라 e-PBL 수업방식은 21세기 핵심역량 함양을 위한 수업 방법의 하나로서 매우 긍정적인 가능성을 지니고 있다고 할 수 있다. Core competences of the 21st century learner are defined diversely according to with institutions; however, it may be summarized largely into the following three categories such as autonomous behavior, tool utilization, and social interaction competences. The learning method to cultivate such core competences, however, should be different from traditional lecture-oriented and teacher-led classes, hence, ‘e-PBL’ in this study has been intended to be proposed as an alternative pedagogy to enhance the core competences. For this purpose, this study, based upon the analysis framework of core competences, reviewed learning effects of 47 “e-PBL” studies selected out of related research published at the KCI during 2000 to 2013, and then analyzed how well the learning effects of the selected e-PBL studies have matched with each category and sub-element of the core competences. As results, first, it was found that the learning effects of the e-PBL classes mostly have satisfied all the specific categories and sub-elements of the core competences. Second, despite a slightly different ratio, both k-12 and secondary school students in the e-PBL class, regardless of subject matters and used technologies, showed positive increase in all the categories of the core competences. In conclusion, this study insists that e-PBL, the technology-enabled learner-centered pedagogy, may be seen as an alternative to meet the needs of fostering the core competences of the 21st Century learner

대안적 기독교 교육방법으로서의 PBL

강인애(Inae Kang),남선우(Sunwoo Nam) 한국기독교교육정보학회 2008 기독교교육정보 Vol.21 No.-

Christianity has influenced as much the Korean educational contents and methods as the society around 70s and 80s. Christian education which was mainly led by missionaries in Korea, however, has remained as it was without adopting to the new trends and changes occurring in the socio-educational environments of the 21st Century. This study, in this context, aimed to examine an alternative Christian educational model which actually reflects the education method of Jesus in the Bible. Considering that Jesus used to make interactive conversations with common folks, listening attentively to their voices rather than proclaiming unilaterally or imposing his own standpoint, it is found that He already used to teach His disciples according to the principle of ' student-centred/ directed learning.' PBL (Problem-Based Learning, hereafter PBL) which is considered as one of the student-centered learning approaches recently, then, was taken to be the alternative Christian education model in this study. And a PBL-based seasonal bible school program was developed and implemented to 65 students of 5th and 6th graders and 15 teachers at 'S' church in Seoul for three days. As for the evaluation of the program, data collected from surveys, interviews and presentation outcomes of the participants were analyzed. The results showed that the PBL-based seasonal bible school was, in terms of the response of the participants, highly satisfactory: All of the students more actively participated in the program, compared with the previously conducted ones, as the teachers in the program and the parents of the students have confirmed in their interviews. In conclusion, PBL can be considered as an alternative approaches to the Christian education, where found are dynamic conversation among the students and the teachers, and the students' active participation to their learning with ownership, just as Jesus in the Bible already has showed us.

환경교육에서 PBL과 GBS간의 환경 소양 비교 연구

강인애(Inae Kang),이명순(Myongsoon Lee) 한국환경교육학회 2009 環境 敎育 Vol.22 No.3

This study focuses on the comparison of PBL and GBS, PBL is a famous model that emphasizes diversity of students and self directed learning within the theory of constructivism. GBS has not been studied that extensively. GBS is most similar to PBL but this model has not been actively applied to school education. This study focuses on how to enhance students' interest in an educational environment that is encompassing a new and changing teach-learn paradigm and the development of new technology. Furthermore, PBL and GBS methods were compare actively applied to Environmental Education to make the students learn self-directed education through the transformation of one's environmental awareness. Specifically, the models were applied to the Ecology and Environment subject taught in general high schools and the degree of 'environmental literacy' were measured. From March to May of 2007, the PBL and GBS models were applied to 3rd grade students at D high school and the subject was 'Ecology and Environment'. The students were divided according to age into groups of 5~7. The PBL group attempted to solve the given problems and the GBS group carried out their missions. In conclusion, after analyzing the 'environmental literacy' survey results by SPSS 12.0, just 'Knowledge of Ecology (KEOC)' and 'Locus of Control (LOC)' were slightly significant in PBL. This shows that PBL enhances the students' problem solving ability and thinking power. This is a result of the enhancement of students' problem-solving and thinking abilities through PBL. Students can learn many things because they completed their projects based on their experience and knowledge, both individually and interpersonally. We have to study how to apply PBL and GBS to the education field in spite of the many limited conditions. Therefore, this study looks at the application of PBL and GBS in environmental education and suggests specific strategies for educators who want to apply GBS and PBL and adapt them into their education curricula.

박물관에서의 인문학 연계 교육을 위한 현황 분석

강인애(Inae kang),설연경(Yeon-Kyung Seol),이소현(Sohyun Lee) 한국콘텐츠학회 2015 한국콘텐츠학회논문지 Vol.15 No.8

최근 들어 인문학에 관심이 집중되고 있으며, 정부에서도 인문학에 대한 다양한 정책 모색을 시도하고 있다. 이러한 사회적 변화와 함께 인문정신의 가치 확산을 위한 핵심거점으로 박물관의 역할이 대두하고 있다. 이에 본 연구는 정부의 지원 하에 인문학 연계 박물관 교육이 실행되고 있는 박물관을 대상으로, 그 현황을 분석함으로써, 좀 더 발전된 방향을 모색하기 위한 기초 연구를 하고자 하였다. 이를 위해 우선 인문학과 박물관 교육의 연계성에 대한 이론적 고찰을 하였으며, 이를 바탕으로 하여 프로그램 분석틀과 설문을 개발하였다. 이후 이것을 2014년 전국의 75개 박물관에서 운영되었던 인문학 연계 박물관 교육 프로그램의 특성과 교육 담장자의 인식현황 중심으로 살펴보았다. 그 결과, 대부분의 박물관 교육에서 인문학적 연계의 필요성과 중요성에 대한 이해가 비교적 잘 이루어지고 있음을 알 수 있었다. 그러나 교육주제나 교육방법에서, 기존의 박물관 교육프로그램과 차별되는 방향으로서의 선택과 수용이 필요함을 알 수 있었으며, 특히 인문학적 역량과 사고가 다문화시대라는 특징과 어우러지도록 교육주제가 확장되며, 배움의 실천성을 넓히기 위한 성찰적, 체험적 활동의 도입이 더욱 필요함을 알 수 있었다. Humanities?collaborated practices in various fields have been supported by several governmental policies as a way to overcome recent social problems. Museum, due to its roles in preserving and sharing cultural and historical heritage for the development of society and communities, has emerged as a key base for the humanities-collaborated practices. This study, in this context, aimed to analyze how the humanities-based museum education programs have been practiced in the museums, which, in turn, might provide a basic data for the future direction and development of the programs and the related governmental policy as well. For this purpose, this study first examined theoretical framework for the link between humanities and museum education, from which a survey was developed. The survey was conducted to 75 museum educators who have been in charge of humanities-based educational programs. The result showed that most programs seemed to reflect the basic direction and purpose of the humanities-linked with museum education. Yet, more needs were found in terms of the educational themes and methods which can facilitate multicultural literacy and reflective thinking and activities within experiential learning environments.

학습성찰도구로서 e-포트폴리오 활성화를 위한 연구

강인애(Inae Kang),유승현(Seunghyun Ryu),강연경(Younkyoung Kang) 한국콘텐츠학회 2011 한국콘텐츠학회논문지 Vol.11 No.2

요사이 많은 대학에서 사용하고 있는 학습포트폴리오는 학생의 학업 과정 및 산출물을 자료화하여 학업이력을 관리하고, 나아가 자기주도적 학습 역량을 기르는 목적으로 사용되고 있는데, 이를 웹상에서 제공할 경우, e-포트폴리오라고도 불린다. 그러나 대부분의 실제 사례를 살펴보면, 기대한 만큼 활발하게 활용되고 있지 않으며, 관련 선행연구들도 대부분 소수 학생 사례 중심이거나 학습포트폴리오의 장단점에 대한 일반적인 연구로 이루어져 있다. 이에 본 연구에서는 좀 더 많은 학생을 대상으로 한 구체적인 활용사례를 분석하여, 학습 포트폴리오를 학습도구로서 활성화시킬 수 있는 방안을 제시하고자 한다. 본 연구는 총 289명의 경희대학교 학부 학생들이 사용하고 있는 경희대학교 e-포트폴리오 프로그램을 대상으로 하였으며, e-포트폴리오 활성화 방안을 도출하기 위해, 학생들의 e-포트폴리오에 올라와 있는 ‘성찰저널’와 ‘참여 만족도 설문지’를 분석 자료로써 활용하였다. 그 결과에 따르면, 학생 대부분이 e-포트폴리오를 학습도구로는 활용하고 있지만, e-포트폴리오가 좀 더 활성화되기 위해서는 몇 가지 시스템 및 운영방법의 개선이 필요하다. 이에 본 연구에서는 참여 학생들의 요구사항과 국내외 대학에서 운영되는 e-포트폴리오 사례를 참조하여 e-포트폴리오 시스템의 개선이라는 측면에 초점을 두고 활성화 방안을 제안하였다. Portfolio has recently come to gain more attention from school as an alternative evaluation tool and a self-reflective learning tool for learning. After literature reviews about the case studies on the use of portfolio in higher education including both universities in Korea and abroad, this study attempted, first, to analyze the current e-portfolio system running in Kyung Hee University for the undergraduate students starting from the spring semester, 2010, and then, suggested the ways the system can be more actively utilized among the students, and simultaneously, acquiring more interest and participation from both the faculty members and the school administrators. The data collected from the survey and reflective journals of the students suggested 1) more user-friendly, easy-to-edit version of the system, 2) more diverse modes and functions of the system which, therefore, are able to adjust well to the specific and unique features of subjects or majors of the students, and 3) collaborative learning environments among the students and between the students and the faculty members from which students can share, participate, interact with each other, getting useful feedback from those co-learners and faculty members. Eventually the study aimed to enhance the recognition of the participants about the importance of portfolio as a learning tool for self-reflective learning and authentic evaluation of the students.