상황학습 이론에 근거한 실과 교수ㆍ학습 방안 탐색 및 적용

Applicable Plans and the Effect of Situated Learning Theory on Practical Arts Education

This study investigated the possibility of application and applicable plans of situated learning (SL) theory to Practical Arts education, and the learning effects of SL theory on it. A possibility of application and applicable plans were investigated through literature review. The learning effects of SL theory on the practical arts was investigated through experiment. Sixty 5th grade elementary school students participated in this experiment, and were divided into two groups;an experimental group (30 students) and a control group(30 students). They studied the ‘balanced diet’ unit in the 5th grade Practical Arts textbook. SL theory indicated the possibility of applications to Practical Arts education with respect to educational goals, learning contents, and teaching and learning methods. It was theorized that the application of SL theory to the learning contents of Practical Arts education would provide learners with realistic problems. The application of SL theory to Practical Arts education would progress in the following steps: problem recognition, search for solutions, problem solving, and evaluation. Learning achievement was significantly higher in the experimental group than in thecontrol group. In addition, qualitative analysis indicated that the experimental group had high interests in learning, more positive attitudes, and a great capacity for applying their knowledge to real dietary life. In conclusion, instruction that applies SL theory could help learners to meet the educational goals of the Practical Arts.