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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.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2018.12
- 수록면
- 103 - 127 (25page)
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The purpose of this study is to investigate what factors motivate the learners to study through children’s participation in the agricultural museum and to analyze the learning effects of each motivational learners. The purpose of this study is to provide the basic data for the more effective program for the learners participating in the educational programs with various motivations to the museum. The contents of this study are as follows.
The study was largely based on an analysis of motivation in studying and an analysis of learning effect. The learning motivation factors were divided into three areas: motivation, external motivation, and intrinsic motivation based on self-determination theory. Influence on their studying was analyzed in cognitive and emotional aspect. In the evaluation of cognitive aspect, knowledge area and technology domain were set. In the evaluation of emotional aspect, attitude and action development domain were set as evaluation standards. The questionnaire survey was conducted by designing the questionnaires according to the evaluation items, and the participant observation list was created, and a total of 8 sessions were observed. Throughout these 8 sessions, studying effect on each motivational learners were carefully observed. The results of the study are as follows.
First, it can be confirmed that motivation factors of learners participating in museum education program are formed according to learner"s environmental factors, museum visits and program participation, and autonomy. In the case of non-motivated learners, their autonomy was relatively low. On the other hand, learners who participated by external powers such as praise or punishment, but they act because of their personal importance. However, in the case of intrinsic motivational learners, autonomy was the highest, and they acted with interest, interest, and pleasure. Second, learning effect according to learners" motivation showed different results according to different evaluation area. As a result of analyzing the variation of learners" pre - and post - knowledge, intrinsic motivational learners showed the highest variation in learning motivation survey. As a result of analyzing the changes of learners" feelings and attitudes toward agriculture, external motivation and intrinsic motivation learner expressed attitude toward agriculture by linking learning contents with facts that they already know through mind map.
Third, for the non - motivated learners, the learning effect showed less in the knowledge domain and attitude domain evaluation than the external and intrinsic motivational learners, but highest in communication with the teacher who evaluates the technology domain. This suggests that motivation can be continuously changed and developed according to the level of autonomy felt by individuals in self - determination theory. In other words, the non - motivated learners can be motivated through the interaction of the museum"s free learning environment and benefit from the learning effect.
The motivation of a learner is the power to induce action, to maintain the action, and to move toward the goal. Students who are appropriately motivated to learn can study harder with interest and curiosity of learning. In this context, the motivation of the learners participating in the museum education program is an important starting point for the learning, and it is confirmed that the learning effect is changed according to the motivation. In order to expect the effect of meaningful learning through museum education, it is necessary to design and provide a systematic program in the learner center by grasping the motivation of the various learners participating in the program and learning experiences accordingly. Discussing the development direction of the museum education program by observing the learning effect of learners" motivation for learning is an important issue that determines the quality of museum education.
The study was largely based on an analysis of motivation in studying and an analysis of learning effect. The learning motivation factors were divided into three areas: motivation, external motivation, and intrinsic motivation based on self-determination theory. Influence on their studying was analyzed in cognitive and emotional aspect. In the evaluation of cognitive aspect, knowledge area and technology domain were set. In the evaluation of emotional aspect, attitude and action development domain were set as evaluation standards. The questionnaire survey was conducted by designing the questionnaires according to the evaluation items, and the participant observation list was created, and a total of 8 sessions were observed. Throughout these 8 sessions, studying effect on each motivational learners were carefully observed. The results of the study are as follows.
First, it can be confirmed that motivation factors of learners participating in museum education program are formed according to learner"s environmental factors, museum visits and program participation, and autonomy. In the case of non-motivated learners, their autonomy was relatively low. On the other hand, learners who participated by external powers such as praise or punishment, but they act because of their personal importance. However, in the case of intrinsic motivational learners, autonomy was the highest, and they acted with interest, interest, and pleasure. Second, learning effect according to learners" motivation showed different results according to different evaluation area. As a result of analyzing the variation of learners" pre - and post - knowledge, intrinsic motivational learners showed the highest variation in learning motivation survey. As a result of analyzing the changes of learners" feelings and attitudes toward agriculture, external motivation and intrinsic motivation learner expressed attitude toward agriculture by linking learning contents with facts that they already know through mind map.
Third, for the non - motivated learners, the learning effect showed less in the knowledge domain and attitude domain evaluation than the external and intrinsic motivational learners, but highest in communication with the teacher who evaluates the technology domain. This suggests that motivation can be continuously changed and developed according to the level of autonomy felt by individuals in self - determination theory. In other words, the non - motivated learners can be motivated through the interaction of the museum"s free learning environment and benefit from the learning effect.
The motivation of a learner is the power to induce action, to maintain the action, and to move toward the goal. Students who are appropriately motivated to learn can study harder with interest and curiosity of learning. In this context, the motivation of the learners participating in the museum education program is an important starting point for the learning, and it is confirmed that the learning effect is changed according to the motivation. In order to expect the effect of meaningful learning through museum education, it is necessary to design and provide a systematic program in the learner center by grasping the motivation of the various learners participating in the program and learning experiences accordingly. Discussing the development direction of the museum education program by observing the learning effect of learners" motivation for learning is an important issue that determines the quality of museum education.
목차
Ⅰ. 서론
Ⅱ. 이론적 배경
Ⅲ. 연구방법
Ⅳ. 연구결과
Ⅴ. 결론 및 제언
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