The Development and Application of a Place Learning Program using Local

doi:10.17279/jkagee.2020.28.3.43

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2020 Vol.28, Issue 3 Preview Page Next Page

Research Article

The Development and Application of a Place Learning Program using Local 소리 수집을 통한 지역학습 프로그램의 개발과 적용: 이종원
Jongwon Lee; 이화여자대학교 사회과교육과 교수

Professor, Department of Social Studies Education, Ewha Womans University

31 August 2020. pp. 43-59

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Abstract

The objectives of this study is to develop and apply an outdoor learning activity, which is called ‘Soundmark program’, where students collect and share soundmark for place learning. The soundmark program was used as the content of school curriculum that emphasizes learners’ active participation and experience, including exam-free semester, club activity, and performance assessment in 7 middle and high schools for 6 months after development. Both participating students and teachers showed overall high satisfaction with the soundmark program. The students were satisfied with the soundmark program, emphasizing collaboration with peers, authenticity of student task, novel experience using a sense of hearing and student-led instructional design. The students also reported that the program increased their interest and awareness in their local area and changed their behaviors, feelings and perspective on local environments. The teachers were satisfied with the program allowing easy modification to needs of local schools and enabling a local field study without special equipments.

Keywords

soundmark

soundscape

fieldwork

place learning

sound

본 연구에서는 지역학습을 위해 사운드마크를 수집하고 공유하는 야외학습 활동(사운드마크 프로그램)을 개발하고, 현장적용을 통해 교사들의 프로그램 선택 동기와 활용 특성, 그리고 프로그램 참여를 통해 기대할 수 있는 교육적 효과를 조사하였다. 사운드마크 프로그램은 6개월 동안 7개 학교에서 중학교 자유학기제, 창의적 체험활동, 수행평가 등 학습자의 참여와 활동을 강조하는 학교 교육과정의 콘텐츠로 활용되었다. 학생과 교사들은 사운드마크 프로그램에 대해 대체로 높은 만족도를 나타냈다. 학생들은 동료들과 협력할 수 있고, 자신들이 주도하여 과제를 수행하고 성과물을 만들 수 있으며, 청각과 같은 새로운 감각을 활용한 점을 장점으로 꼽았다. 조사지역에 대한 학생들의 관심과 이해가 향상되었으며, 일부 학생들의 경우 지역을 바라보는 관점이 변화하였다. 교사들은 학교 특성에 맞춰 프로그램을 변형할 수 있고 특별한 준비없이 주변에서 야외학습을 진행할 수 있다는 사실에 만족했다.

키워드

사운드마크

소리경관

야외학습

지역학습

소리

References

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이무용, 2005, 공간의 문화정치학, 논형.
이종원, 2015, “학습자의 참여와 과제의 실제성을 강조하는 지리 교수‧학습자료의 개발과 활용”, 한국지리환경교육학회지, 23(1), 65-82.10.17279/jkagee.2015.23.1.65
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이종원, 2020, “지리답사 연구의 동향 – 학술지 분석을 중심으로”, 한국지리환경교육학회지, 28(2), 39-56.
조철기, 2016, “음악의 지리교육에의 활용 방안 탐색”, 한국사진지리학회지, 26(2), 25-37.
조헌‧전보애‧조대헌, 2018, “지리정보기술을 활용한 지역문제 탐구형 창의적 체험활동 프로그램의 개발과 적용- 강릉 해안침식 문제를 중심으로”, 한국사진지리학회지, 28(2), 89-112.
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한국과학창의재단, 2012, 손에 잡히는 STEAM 교육, 한국과학창의재단.
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Akbari, E., 2016, Soundscape compositions for art classrooms, Art Education, 69(4), 17-22. 10.1080/00043125.2016.1176480
Canton, D., 2006, Real world learning through geographical fieldwork, in D. Balderstone (Ed.), Secondary geography handbook, Sheffield, UK: Geographical Association.
Freeman, J., Disalvoy, C., Nitschey, M., and Garrett, S., 2011.
Soundscape composition and field recording as a platform for collaborative creativity, Organised Sound, 16(3), 272-281 10.1017/S1355771811000288
Guillaume, G., Can, A., Petit, G., Fortin, N., Palominos, S., Gauvreau, B., Bocher, E., and Picaut, J., 2016, Noise mapping based on participative measurements, Noise Mapp, 3, 140-156. 10.1515/noise-2016-0011
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Pocock, D., 1983, Geographical fieldwork: An experiential perspective, Geography, 68(4), 319-325.
Reynolds, R., 2012, Teaching history, geography SOSE in the primary school, South Melbourne: Oxford University Press.
Schafer, R. M., 1993, The soundscape: Our sonic environment and the tuning of the world, Rochester, VT: Destiny Books.
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Walker, A. and Leary, H., 2009, A problem based learning meta analysis: Differences across problem types, implementation types, disciplines, and assessment levels, Interdisciplinary Journal of Problem-Based Learning, 3(1), Available at: https://doi.org/10.7771/1541-5015.106110.7771/1541-5015.1061
Welsh, K. E., Mauchline, A. L., Powell, V., France, D., Park, J. L., and Vhalley, W. B., 2015, Student perceptions of iPads as mobile learning devices for fieldwork, Journal of Geography in Higher Education, 39(3), 450-469.10.1080/03098265.2015.1066315
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Information

Publisher :The Korean Association Of Geographic And Environmental Education
Publisher(Ko) :한국지리환경교육학회
Journal Title :The Journal of The Korean Association of Geographic and Environmental Education
Journal Title(Ko) :한국지리환경교육학회지
Volume : 28
No :3
Pages :43-59
DOI :https://doi.org/10.17279/jkagee.2020.28.3.43

[1] 김지연, 2017, “스마트폰과 공간정보기술을 활용한 수업모듈의 개발과 적용: 우리 지역 소음지도 만들기를 중심으로”, 이화여자대학교 교육대학원 석사학위논문.

[2] 박철웅, 2014, “도시답사에서 다감각적 경험을 통한 질적 접근”, 한국지리환경교육학회지, 22(2), 65-79.

[3] 이무용, 2005, 공간의 문화정치학, 논형.

[4] 이종원, 2015, “학습자의 참여와 과제의 실제성을 강조하는 지리 교수‧학습자료의 개발과 활용”, 한국지리환경교육학회지, 23(1), 65-82.10.17279/jkagee.2015.23.1.65

[5] 이종원, 2016, “21세기 역량 개발을 위한 야외조사활동의 역할과 과제” , 한국지리환경교육학회지, 24(1), 99-117. 10.17279/jkagee.2016.24.1.99

[6] 이종원, 2020, “지리답사 연구의 동향 – 학술지 분석을 중심으로”, 한국지리환경교육학회지, 28(2), 39-56.

[7] 조철기, 2016, “음악의 지리교육에의 활용 방안 탐색”, 한국사진지리학회지, 26(2), 25-37.

[8] 조헌‧전보애‧조대헌, 2018, “지리정보기술을 활용한 지역문제 탐구형 창의적 체험활동 프로그램의 개발과 적용- 강릉 해안침식 문제를 중심으로”, 한국사진지리학회지, 28(2), 89-112.

[9] 한국과학창의재단, 2015, 2015년 STEAM 프로그램 개발 시범적용 만족도 조사, 한국과학창의재단.

[10] 한국과학창의재단, 2012, 손에 잡히는 STEAM 교육, 한국과학창의재단.

[11] 정강화, n.d., 사운드스케이프, http://egloos.zum.com/stpn22/ v/4493370

[12] Akbari, E., 2016, Soundscape compositions for art classrooms, Art Education, 69(4), 17-22. 10.1080/00043125.2016.1176480

[13] Canton, D., 2006, Real world learning through geographical fieldwork, in D. Balderstone (Ed.), Secondary geography handbook, Sheffield, UK: Geographical Association.

[14] Freeman, J., Disalvoy, C., Nitschey, M., and Garrett, S., 2011.

[15] Soundscape composition and field recording as a platform for collaborative creativity, Organised Sound, 16(3), 272-281 10.1017/S1355771811000288

[16] Guillaume, G., Can, A., Petit, G., Fortin, N., Palominos, S., Gauvreau, B., Bocher, E., and Picaut, J., 2016, Noise mapping based on participative measurements, Noise Mapp, 3, 140-156. 10.1515/noise-2016-0011

[17] Hackman, J. R. and Oldham, G. R., 1980, Work redesign, Reading, Mass.: Addison-Wesley.

[18] Holmes, D., n.d., Soundscape: Immersing yourself into the acoustic environment, Available at http://www.rgs.org/ OurWork/Schools/Fieldwork+and+local+learning/Fieldwork+techniques/Fieldwork+technology/Soundscapes.htm

[19] Job, D., Day, C., and Smyth, T., 1999, Beyond the bike sheds: Fresh approaches to fieldwork in the school locality, Sheffield, UK: Geographical Association.

[20] Lynch, K., 1960, The image of the city, Cambridge, Mass.: MIT Press,

[21] Marvell, A. D. and Simm, D., 2016, Unravelling the geographical palimpsest through fieldwork: Discovering a sense of place, Geography, 101(3), 125-136. 10.1080/00167487.2016.12093996

[22] Massey, D., 1994, Space, place and gender, Minneapolis: University of Minnesota Press.

[23] Papakonstantinou, A., 2010, Mechanism design for eliciting costly observations in next generation citizen sensor networks, PhD Dissertation, University of South Hampton.

[24] Phillips, R., 2015, Playful and multi-sensory fieldwork: Seeing, hearing and touching New York, Journal of Geography in Higher Education, 39(4), 617-629. 10.1080/03098265.2015.1084496

[25] Pocock, D., 1983, Geographical fieldwork: An experiential perspective, Geography, 68(4), 319-325.

[26] Reynolds, R., 2012, Teaching history, geography SOSE in the primary school, South Melbourne: Oxford University Press.

[27] Schafer, R. M., 1993, The soundscape: Our sonic environment and the tuning of the world, Rochester, VT: Destiny Books.

[28] Simmons, C. R., n.d., Soundscapes, What sounds help to create a sense of place? https://www.nationalgeographic.org/ activity/soundscape/

[29] Staub, J., 2013, How to map audio data with students after doing fieldwork using mobile devices? in T. Jekel, A. Car., J. Strobl, and G. Griesebner (Eds.), GI_Forum 2013, Creating the GISociety, Herbert Wichmann Verlag, VDE VERLAG GMBH, Berlin/Offenbach, 407-417.

[30] Staub, J. and Sanchez, E., 2012, Mapping Space Through Sounds and Noises –An Innovative Approach for Geography Education, in T. Jekel, A. Car., J. Strobl, and G. Griesebner (Eds.), GI_Forum 2012, Geovizualisation, society and learning, Herbert Wichmann Verlag, VDE VERLAG GMBH, Berlin/Offenbach, 193-203.

[31] Strobel, J. and van Barneveld, A., 2009, When is PBL more effective? A meta-synthesis of meta-analyses comparing PBL to conventional classrooms, Interdisciplinary Journal of Problem-Based Learning, 3(1), Available at: https:// doi.org/10.7771/1541-5015.104610.7771/1541-5015.1046

[32] Walker, A. and Leary, H., 2009, A problem based learning meta analysis: Differences across problem types, implementation types, disciplines, and assessment levels, Interdisciplinary Journal of Problem-Based Learning, 3(1), Available at: https://doi.org/10.7771/1541-5015.106110.7771/1541-5015.1061

[33] Welsh, K. E., Mauchline, A. L., Powell, V., France, D., Park, J. L., and Vhalley, W. B., 2015, Student perceptions of iPads as mobile learning devices for fieldwork, Journal of Geography in Higher Education, 39(3), 450-469.10.1080/03098265.2015.1066315

[34] FSC (Field Studies Council), Method, https://www.geography- fieldwork.org/a-level/place/placemaking/method/#obs

[35] Hanoi Soundwalk Project, 2014, https://hanoigrapevine.com/ 2014/07/hanoi-soundwalk-project/

[36] Nature Canada, https://naturecanada.ca/news/blog/how-to- nature-journal-the-signs-of-spring/

[37] Zach Dunham, http://www.zachdunham.com/bushwick-sound- map

The Journal of The Korean Association of Geographic and Environmental Education ISSN:1226-511X(Print) 2586-5641(Online) 한국지리환경교육학회지

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