듀이의 경험학습이론에 기반한 공공디자인 미술교육 - 초등 수업 프로그램 구안 및 적용 가능성 탐색 -

다국어 초록 (Multilingual Abstract)

This study designed a twelve-session elementary art program by integrating John Dewey’s experiential learning theory with public design processes. The program was structured in a cyclical sequence of problem recognition, contextualization, hypothesis formation, prediction and design, experimental action, and feedback. Findings suggest that public design lessons can: (1) draw on students’ everyday experiences as learning resources, (2) foster critical inquiry and creative problem-solving, (3) promote civic awareness through community-based activities, (4) extend learning as a process of continuous growth, and (5) enable interdisciplinary connections with social studies, environment, and science. In conclusion, the study highlights the potential of public design as a medium for practicing Dewey’s experiential learning in art education, offering students opportunities to move beyond personal expression toward social responsibility and participation.