2015-02-25 (Vol 12, No 2)

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(1-3) A Co-Constructing Model of 'Inspiring Science Culture Enquirium' Contributing to the Whole-Education


Science is a socio-cultural process by which as meaningful coalition of hands and minds curious about nature and the necessities of life engage in creation and empirical study. Though science has been progressing towards Big Science, and based on the prosperity of human life through cooperation with technology, the threat remains of the misuse of science resulting in the massacre of human beings.

The sometimes destructive aftermath of scientific progress on society has a kind of karmic effect that cannot be rehabilitated by scientists alone; instead, because all are affected, this karma must be addressed by all human beings.

As such, the comprehensive education of all people has become an urgent task. Though the government has pursued formal school science education and proclaimed high achievement to be a national project, and though professionals have made fancy assertions about education and have received lofty praise for their efforts, school science education still lags behind the fast-paced progress of science and technology in society. Even though school science education has been expected to meet these demands, it has shown time and again to fail to innovate quickly enough.

The purpose of this presentation is to propose the guiding principles of Science Culture Education, an approach that contributes to harmony and the progression of dignity in the field of Whole-Education, and to develop a co-constructing model of the Inspiring Science Culture Enquirium, a science center that follows in the philosophical direction of Science Culture Education.

The Enquirium would accommodate all students, including those with disabilities, in science culture literacy. The Enquirium provides not only opportunities to review and prepare for science study in school, but also various informal science education opportunities such as surprising exhibitions and inquiry activities that schools cannot or may not be able to provide students.

The aim of the Enquirium is to harmoniously present cognitive, affective, and psychomotor tasks to secondary level science students, including those with disabilities. By integrating math, science, engineering, and technology whenever possible, the human body, daily tasks, and social problems will be addressed by exhibits using modern technical methods that provide joint inquiry activities that allow communication between students.

The Science Enquirium will be first available to secondary students, students with disabilities, teachers of integrated science classes, and university students studying to become science teachers. In the future, the Enquirium will also be open to laymen and foreign visitors, furthering the Korea wave in the field of informal science education.

Planning of the Enquirium includes the following zones: The Brain, The Source of Life, Enquiring in the Dark, Enquiring in Silence, Life and Death, Body Movement, and The Energy Saving House. There will also be exciting outdoor exhibitions.

An example of one of these zones, Enquiring in the Dark, is described in the Appendix. This is a specially designed exhibit for visually impaired students, and all students in general that would be performed while in complete darkness.

National science museums receive a lot of support from the government, such as Gwachon Ntional Science Museum that received about $500 million. A city or provinces small scale science museum may need a few million dollars. However, the dilemma is to predict how worthwhile it would be to invest such a large amount of financial support in establishing big buildings.

How can we create the Inspiring Science Culture Enquirium?

Co-construction of the Science Enquirium by students, parents, teachers, professors, laymen, politicians, and government officials would be in the spirit of Science Culture Education and would also be a meaningful method as student collaboration, peer instruction, co-teaching, and co-learning. People who understand the needs of the Science Enquirium will create a community and start to study, plan, fund-raise, and contribute to garner the proper amount of official finance.

Co-construction of the Inspiring Science Culture Enquirium raises hopes for students with disabilities to embrace the challenge of covering their weaknesses and also for all students with or without disabilities; through the appreciation of nature and the inspirational study of science that feels both aspects of intellectual pleasure as well as vocational study basics; those with behavioral issues may find opportunities to reflect on their ways of thinking and their habits; those who have never appreciated their keen eyesight may find the beauty of observing nature; those who have never appreciated their hearing may discover the melody of music and communication among friends; and those with bodies healthy enough to run around and play sports may have an opportunity to reflect and say thanks.

Students who were scared to study science and who found it difficult may find pleasure in the simple hands-on activities and gradually progress to tackling sophisticated tasks together with friends. If the Science Enquirium can achieve these above goals, it will both bring pleasure to the parents of these children and meet the nations expectations for scientific achievement.

Key words : science culture, Karma effects, co-learning, peer instruction, co-teaching, whole education, career education, science for all, informal science education, science museum, science center, science enquirium, co-costruction
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ϴ Ρ, Բ ϼϴ ο ۡ ̫ Ρ ϰ ׿ ުЮ Ρ Ρν ء ټ ګ ִ Ϸ ϼ ̴.

ʣ 迡 ܬ 군 ǰ ʿ , , Ͽ Ρμ Կ Ρ Ρν(Ī ν) 켱 ȯ Ρ 㧰 , 迡 ϰų ϴ Ρ ƴ϶, ުЮ Ρμ ο Ρν Ρ ѢѴ. ν Ρ , ϰ 䮿 䮸 ꡯ ϸ ȯ Ѵ. , Ρ, , ګ ִ ϰ 츮 ګ ְ Ͽ, ϰ ְ ϸ μ֤Ͽ ګ ִ Բ ϰ Ѵ. ء ν 켱 , , , ܬ , Ρ Ρ Φ ˻ Կ ޿ Τ , Ѣ (׵), Ѣδ Ү (۰׵, ׵) ۾ ѢѴ. ϼν ϰ ƴ Ͽ. ( ѡ ƿ μ֤ ϼ )

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2. ٤ϼν: ׶̿ Ȧ̿ , ˬ ڸ 顱
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3. ϼν: ѿ , ѿ ᥰ ο ̽
3-: Үϼ -
3-1 /٥ 3-2 /٥
3-3 /٥ ϼ 3-4 /٥ Ϲϼ

4. ϼν: ѿ , ûο ο
4-: &#40665;ϼ- 4-1
4-2 4-3 ϼ 4-4 ѱΡϼ

5. ϼν: ϰ ڿ , ׻ ˬϰ
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5.1 ٢ 5.2

6. ϼν: ѿ , ǰڴ ¸
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7. ͣϼν: ڿ , ִ ڿ Ǹ
7-1 Ѩ 7-2 ڿ
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8. : ڪ ҩި, ׸ ͱ ػ 
8-0 8-1 , ξ, ܥ 8-2 Ҵ
8-3  8-4 ٢ۮ 8-߾ ߾

9. ϼ(OutExhibit Enquirium): ӿ ̿ , Ѱ ۡ
9-1 9-2 ڪټ
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Ʒ ϼν ݾ⿡ Ͽ. ε巯 κ Ρ ϼ ѱ ϵ ̴.

ݱ Ρν ء ʫ , Դ , ̳ η ء ۾ Ѧμ ܿ ϴ Ρν ϴ ۰ ءDZ Ͽ. Ҿ ϴ, Ǵ ϴ ΰ ګ ִ Ͱ , Ե , Կ ګ ִ Ͱ , ׸ 谡 , , , ӽ, ݫٽ, Ű ͵ 𾰡 Ͱ , Ρν ء μ֤ Բ Ͽ ϴ ء̶ ϸ ̰ Ϸ Ρ 꿡 ۰̶ ϰڴ. Ρν ء ̶ ϴ ̴ Ρν ءǸ 켱 ۾ Ρν ̿ , , Ե, ⣿ μ֤ ڦʫ, ̵ μ ִ ݫٽ ׸ ִ Ѧμ ʫ ߵȴٰ ϰڴ. ̷ ء ۰ ִ ϰϿ ͪ ̸ ְ ٴ ϸ, Ѧμ ϴϴ Ѣȴ.

Ͽ , Ρ ѿ Ǿ Ρν ۾ ڪ̳ ϴ ſ ̶ ϴ Ρ ϼ Ρ Ѣ ? , , , ִ 濡 Ρ ϼ ݰ , Ծ 濡 ٸ , ԰ Ρ 𸣴 ̿ ϼ, ݫٽ ʫ鿡 , ʫ ۡ. ϣ: Ρ, , , , , , , Ρ, ުЮΡ, Ρν, Ρʼ, Ρϼν, ء.

( ǥ ppt ÷ο ֽϴ.)


Pak, Sung-Jae
Daegu University, Science Education Division