지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
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COVID-19 has stopped people’s daily lives around the world and brought many changes to society as a whole. In the museum, educational opportunities to watch exhibits in person were blocked. All education that was conducted face-to-face at the museum was converted to non-face-to-face online education. Among them, we introduce the “My House Today” program using Six Thinking Hats. The direction was set to get to know the educational theme “home” in the order of the past, present, and future.
It consisted of three stages of introduction-development-organization. The introduction stage is the program introduction stage for the purpose of inducing motivation. In the development stage, step-by-step contents using Six Thinking Hats are carried out. Since the theme is home, it is organized by entering the room of each color using the expression ‘room’. The red room is a room that talks about feelings and emotions. The white room is an information room, and it is a step to find out by solving questions about the house in our history. The yellow room is a positive room. In the warm yellow room, you meditate, relax your body with a comfortable mind, and feel relaxed. The black room is a room of criticism or caution. We introduce the tired and difficult feelings of COVID-19 through family interviews. The green room is a creative room. Let’s create a house that our family wants to live with freely and creatively. The last blue room is a room for organizing room. Introduce the “My House in the Future” decorated by the family, present why they expressed it like that, listen to the presentation, and the counseling expert conducts feedback. After that, the class was organized and finished.
The program was operated 12 times in total, and 223 people from 110 families participated. The following results were obtained based on the quantitative data of the survey respondents and the qualitative data expressed in class.
First, you have to listen to the voices of the participants. The most preferred step for participants in online non-face-to-face education was the part where they could share their thoughts and talk. Six Thinking Hats stage The most popular stage in the question was the creative (green room) stage. The second is the process of “interviewing me and my family” with a black room, followed by the stage of sharing their stories with a blue room. It can be seen that the preference for the white room, which consists of the process of understanding and confirming the historical contents that have been provided a lot in the existing face-toface education, is the lowest.
Second, a new attempt is needed. I tried two things while planning the program, one using Six Thinking Hats as a class theory, and the other was collaboration with counseling experts. Counseling experts gave learners sympathetic support, respect, and methodological suggestions. It also played a role in encouraging learners’ participation and inducing communication and empathy through psychological support. New attempts in museum education are meaningful in that they provide participants with various educational programs and expand the scope of museum education. It can also instill a perception that the museum is striving for visitors.
Third, the more non-face-to-face education is, the more communication should be made. The most satisfying thing about the participants in the clas was that they could ‘communicate with their families’. However, communication does not mean only communication between family members. It can be seen that the meaning and objects vary, such as communication about the COVID-19 situation, stories about home, thoughts about each other’s questionnaires, meaning of the family, and thoughts of other families. The most satisfactory communication was the result, which can be said to be an important part of what museum education participants want.
In summary, the theme of the museum’s content is to share various voices from various perspectives, listen to them, communicate together, and seek collaboration with other fields.
It consisted of three stages of introduction-development-organization. The introduction stage is the program introduction stage for the purpose of inducing motivation. In the development stage, step-by-step contents using Six Thinking Hats are carried out. Since the theme is home, it is organized by entering the room of each color using the expression ‘room’. The red room is a room that talks about feelings and emotions. The white room is an information room, and it is a step to find out by solving questions about the house in our history. The yellow room is a positive room. In the warm yellow room, you meditate, relax your body with a comfortable mind, and feel relaxed. The black room is a room of criticism or caution. We introduce the tired and difficult feelings of COVID-19 through family interviews. The green room is a creative room. Let’s create a house that our family wants to live with freely and creatively. The last blue room is a room for organizing room. Introduce the “My House in the Future” decorated by the family, present why they expressed it like that, listen to the presentation, and the counseling expert conducts feedback. After that, the class was organized and finished.
The program was operated 12 times in total, and 223 people from 110 families participated. The following results were obtained based on the quantitative data of the survey respondents and the qualitative data expressed in class.
First, you have to listen to the voices of the participants. The most preferred step for participants in online non-face-to-face education was the part where they could share their thoughts and talk. Six Thinking Hats stage The most popular stage in the question was the creative (green room) stage. The second is the process of “interviewing me and my family” with a black room, followed by the stage of sharing their stories with a blue room. It can be seen that the preference for the white room, which consists of the process of understanding and confirming the historical contents that have been provided a lot in the existing face-toface education, is the lowest.
Second, a new attempt is needed. I tried two things while planning the program, one using Six Thinking Hats as a class theory, and the other was collaboration with counseling experts. Counseling experts gave learners sympathetic support, respect, and methodological suggestions. It also played a role in encouraging learners’ participation and inducing communication and empathy through psychological support. New attempts in museum education are meaningful in that they provide participants with various educational programs and expand the scope of museum education. It can also instill a perception that the museum is striving for visitors.
Third, the more non-face-to-face education is, the more communication should be made. The most satisfying thing about the participants in the clas was that they could ‘communicate with their families’. However, communication does not mean only communication between family members. It can be seen that the meaning and objects vary, such as communication about the COVID-19 situation, stories about home, thoughts about each other’s questionnaires, meaning of the family, and thoughts of other families. The most satisfactory communication was the result, which can be said to be an important part of what museum education participants want.
In summary, the theme of the museum’s content is to share various voices from various perspectives, listen to them, communicate together, and seek collaboration with other fields.
목차
Ⅰ. 머리말
Ⅱ. 육색사고모자 기법의 이론적 고찰
Ⅲ. ‘오늘 우리 집’ 교육 프로그램 개발
Ⅳ. 비대면 박물관 교육의 방향성 탐색
Ⅴ. 맺음말
참고문헌
Abstract
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