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Modern society overflows with knowledge and information, and society changes at a breakneck pace. In this era, the importance of learning where the learner becomes central and actively gains knowledge through exploration and discovery is emphasized as opposed to learning as a method of simply transferring knowledge. Furthermore, in museums, education is conducted centered on its collection allowing for education linked with practical life as well as exploration-based learning. However, while most museums pursue constructivist learning where the learner can form their own knowledge, a lot of museums still conduct education using the form centered on an education provider transferring knowledge.
Therefore, in this research, we developed and operated a museum education program based on discovery learning, which is a learner-centric type of education. Through this we aimed to examine whether discovery learning with the characteristics of linkage with practical life can be realized in the educational environment that is a museum, and whether such discovery learning-based education programs that have been developed can have the educational effects of discovery learning.
This research developed and operated the education program ¡®Let¡¯s find the number 1 Running Man in Songlim-dong!¡¯ based on discovery learning focusing on the Sudoguksan Museum of Housing & Living. In addition, we conducted verification targeting the learners who participated in the education in order to confirm whether this education was meaningful. We conducted surveys, mind-maps, and participatory observation on 70 students in 3 groups of 4th graders from ¡®S¡¯ Elementary school within Incheon Metropolitan City who participated in the education in the 3 days from June 27th~29th for verification.
Through the results we could confirm the educational effect of discovery learning in a meanngful way to learners related to understanding and long-term memory of the learning content, communication and cooperation skills, interest in and motivation for learning, and multi-facet problem solving. First, in relation to understanding and long-term memory of the learning contents, we identified the key words that we were aiming for including the history and geography of the region, speed and units, and the living conditions in the house. Through this we were able to confirm that they understood the learning content and that related knowledge had formed.
However, in relation to long-term memory, this education which was conducted by solving many problems in a short period of time did not yield a meaningful result.
Through this, we were able to confirm that discovery learning is possible in the unique educational environment of a museum, and that it is a type of education that can have a positive effect on learners. Furthermore, this research is meaningful in that as a concrete teaching and learning method for museum education in modern society, which needs the learner to be central in independently form knowledge, it can be used as basic data for the development of various learning methods. Therefore, we hope that education can be conducted in museums where various learning theories are applied to conduct education where the learner is central to the process.