서비스 러닝: 환경문제를 다루기 위한 과학교육의 새로운 접근

박병열 경북대학교 과학교육연구소 2022 科學敎育硏究誌 Vol.46 No.3

Researchers in science education have recently focused on service learning as an important educational approach to address environmental challenges including climate change. However, there are a limited number of studies focused on service learning in science education in Korea. In this study, based on existing related literature, the theoretical background of service learning is introduced and a conceptual framework that can be applied in the science education environment in Korea as a new approach to address environmental challenges is proposed. Given this, 112 relevant academic documents collected by searching a global database were analyzed. As a result, the theoretical background of service learning rooted in Dewey's experiential learning is introduced. Specifically, service learning is defined as a form of experiential learning that supports students in helping communities with structured services related to learning content, while at the same time fostering their in-depth understanding of content and engaging in civic and social responsibility as members of their community. In addition, a conceptual framework for service learning to address environmental challenges that can be applied to the science education environment in Korea is proposed. The proposed framework classifies the members of service learning into schools, students, and communities, and presents knowledge, experience, and learning through critical reflection as its core elements. It is important to actively implement service learning in science education to address various environmental challenges including climate change, biodiversity loss, air pollution, and deforestation, as just a few pressing challenges. Therefore, based on the proposed conceptual framework for service learning, studies that apply and verify diverse forms of educational approaches to addressing environmental challenges in local communities at school sites are needed. 서비스 러닝(service learning)은 최근 환경문제를 동반한 기후변화에 대처하기 위한 새로운 교육적 접근으로 새롭게 주목받고 있다. 그러나 국내 과학교육에서는 서비스 러닝에 대한 연구들이 부족하다. 이 연구에서는 기존의 관련 문헌들을 바탕으로 서비스 러닝에 대한 이론적 배경을 소개하고, 환경문제에 대한 과학교육의 새로운 접근 방법으로서 국내 과학교육 환경에서도 적용될 수 있는 개념적 틀을 제시하고자 하였다. 이를 위해 서비스 러닝과 관련하여 국내외 데이터베이스 검색을 통해 수집된 112편의 문헌들을 연구 대상으로 하여 분석하였다. 그 결과, Dewey의 경험학습에 뿌리를 둔 서비스 러닝의 이론적 배경을 소개하였고, 서비스 러닝을 학생들이 학습 내용과 관련된 구조화된 서비스 활동을 통해 지역사회가 필요로 하는 도움을 제공하고, 그와 동시에 학문적 이해의 깊이를 더하며, 나아가 사회 구성원으로서 공동체 의식과 책임감을 함양하는 형태의 경험학습으로 정의하였다. 또한 환경문제에 대응하기 위해 국내 과학교육 환경에 적용하기 위한 서비스 러닝의 개념적 틀을 제안하였다. 제안된 틀은 서비스 러닝의 구성원을 학교, 학생, 지역사회로 구분하고, 지식, 경험, 그리고 비판적 성찰(critical reflection)을 통한 학습을 그 핵심요소로 제시하고 있다. 기후변화, 생물 다양성, 대기오염, 산림황폐화 등을 포함한 다양한 환경문제를 다루기 위한 방안으로 우리나라 과학교육에서도 서비스 러닝을 적극적으로 활용할 필요가 있다. 따라서 제안된 서비스 러닝의 개념적 틀을 바탕으로 학교 현장에서 지역사회 환경문제를 다루기 위해 다양한 형태로 적용하고 검증하는 연구들이 추가적으로 수행되어야 할 것이다.

대학에서의 서비스러닝 운영 모델 개발 및 활성화 방안

조용개,김혜경 사단법인 인문사회과학기술융합학회 2019 예술인문사회융합멀티미디어논문지 Vol.9 No.11

This study is to propose an extended integrated service-learning operating model based on service-learning operation that links the course and the community centered on the case of service-learning activity conducted for 3 years in S university. We suggested plans to revitalize service-learning in university. Types are service-learning was operated in the form of credit-linked type and service time-linked type, and these activities and operation process was presented. The model of service-learning operation was presented by preparatory and planning stage, execution and management stage, evaluation and improvement stage. And this is an extended service-learning operating model that can be integrated and applied when developing and operating service-learning as a regular course or a program. Therefore, it can be applied and used stages when it wants to operate service-learning according to education goal of university and characteristics of department and course. In addition, plans to revitalize service-learning were proposed centered on practical problems. 본 연구는 S대학교에서 3년간 실시한 서비스러닝 활동 사례를 중심으로 교과목과 지역사회를 연계한 서비스러닝 운영을 기반으로 확장된 통합형 서비스러닝 운영 모델을 제시하였다. 아울러 대학에서의 서비스러닝의 활성화 방안을 제시하고자 하였다. 서비스러닝의 유형은 학점연계형과 봉사시수연계형으로 운영되며, 이에 따른 활동 및 운영 과정을 제시하였다. 서비스러닝 운영의 모델은 준비 및 계획 단계, 실행 및 관리 단계, 평가 및 개선 단계별로 제시되었으며, 본 단계별 서비스러닝 운영 모델은 서비스러닝을 정규교과목으로 개발, 운영하거나 주관 부서에서 프로그램으로 개발, 운영하고자 할 때 통합, 적용할 수 있는 확장형 서비스러닝 운영 모델이라고 할 수 있다. 따라서 대학의 교육목표, 학과 및 교과목의 특성에 따라 서비스러닝을 운영하고자 할 때 단계별로 적용, 활용 가능하다. 이와 함께 서비스러닝 운영을 활성화하는 방안으로 실질적인 문제점을 중심으로 제안하였다.

서비스러닝 운영 모형 개발과 활성화 방안 연구 - 대학교육에서의 운영 사례를 중심으로 -

조용개 ( Cho Yong-gae ) 국제뇌교육종합대학원 인성교육연구원 2023 인성교육연구 Vol.8 No.2

본 연구는 서비스러닝(S-L: Service-Learning) 운영 사례를 통하여 교육현장에서 적용 가능한 서비스러닝 운영 모형을 제시하고, 이를 통해 서비스러닝을 활성화하는 방안을 모색하고자 한다. 서비스러닝은 교과목 학습과 지역사회 봉사를 연계, 통합한 교수-학습방법으로 봉사-학습 활동 과정을 통하여 지식의 심화와 지역사회 봉사의 선순환적 체계를 갖출 수 있다. 본 연구는 대학에서의 서비스러닝 운영사례를 바탕으로 단계별 서비스러닝 운영 모형을 제시하였다. 서비스 운영 모형은 준비 및 계획 단계, 실행 및 관리 단계, 평가 및 개선 단계로 서비스러닝을 교과목이나 프로그램으로 운영하고자 할 때 적용할 수 있다. 이와 함께 서버스러닝 운영을 활성화 하는 방안을 제안하였다. 본 연구를 기초로 향후 서비스러닝 활동의 과정과 성과에 대한 양적, 질적 분석과 학습성취도와의 상관관계, 그리고 인성교육으로서의 가능성 등에 관한 후속연구로 이어지기를 기대한다. This study proposes the service-learning management model that can be applied in the educational field through service-learning(S-L: Service-Learning) management cases, and aims to find methods to activate service-learning. Service-learning is possible to deepen knowledge and establish a virtuous cycle of community service through the service-learning activity process. This study presented the step-by-step service-learning management model based on the service-learning management on cases in universities. The service-learning management model is a preparation and planning stage, execution and management stage, evaluation and improvement stage, and can be applied when service-learning is to be managed as a subject or program. At the same time, methods to activate the service-learning management were proposed. Based on this study, we expect that a follow-up study will be conducted on quantitative and qualitative analysis of the process and performance of service-learning activities, correlation with learning achievement, and possibility of character education.

서비스러닝 운영 현황과 활성화 방안 연구: K대학교 서비스러닝 운영 사례를 중심으로

윤혜림 학습자중심교과교육학회 2022 학습자중심교과교육연구 Vol.22 No.13

Objectives This study is aimed to examine the cases of operating service learning at K University and suggest ways to vitalize service learning based on the cases of its operation in order to realize qualitative improvement in the future operation of service learning-related courses. Methods To address the goal, this researcher examined the current status of service learning operated by K University located in B Metropolitan City for case study and analyzed the contents of assessment on satisfaction and operation performed in the second semester of 2021. To solve operational problems found in the operation of service learning, this author conducted literature review and sought ways to solve the problems and vitalize it. Results In the process of examining the cases of operating the courses of service learning at K University, four limitations were discovered. Based on that, this researcher suggests four ways to vitalize service learning. First, it is needed to establish community infrastructure. Second, instructors for service learning should be trained. Third, it is necessary to train students taking the courses of service learning. Fourth, universities should get support to extend the operation of service learning. Conclusions This study has investigated the limitations of service learning with the cases at K University and sought various ways to extend and vitalize the operation of service learning afterwards based on the ways of its vitalization. This study seems to be significant because grounded on that, it provides foundational material for follow-up research to be done multilaterally regarding effectiveness in the actual operation of service learning, results of learning, and the operation of service learning, too. 목적 본 연구에서는 K대학교의 서비스러닝 운영 사례를 살펴보고, 운영 사례 기반으로 서비스러닝 활성화 방안을 제시하여 향후서비스러닝 교과목 운영을 위한 질적 향상을 도모하고자 하였다. 방법 이를 위하여 본 연구에서는 사례조사를 위해 B광역시에 위치한 K대학교가 운영한 서비스러닝 현황과 2021학년도 2학기에실시한 만족도, 운영 평가 내용들을 살펴보고 분석하였다. 서비스러닝 운영 중 발견된 운영 문제를 해결하기 위해 문헌 조사를 실시하고, 이를 해결하고 활성화 할 수 있는 방안을 모색하였다. 결과 K대학교의 서비스러닝 교과목 운영 사례를 통하여 4가지의 한계점을 발견하게 되었고, 이를 통해 4가지의 서비스러닝 활성화방안으로 첫째, 지역사회 인프라 구축, 둘째, 서비스러닝 담당 교수자 교육, 셋째, 서비스러닝 수강 학생 교육, 넷째, 서비스러닝 운영확대를 위한 대학의 지원을 제시하였다. 결론 본 연구는 K대학교의 사례를 통해 서비스러닝의 한계점을 살펴보고 활성화 방안을 통하여 향후 서비스러닝 확대 운영과 활성화를 위한 다양한 방안을 모색할 수 있었다. 이를 토대로 향후 서비스러닝의 실제 운영을 통한 효과성과 학습 성과와 서비스러닝 운영에 대한 다양한 연구를 위한 기초자료를 제공하였음에 의미가 있을 것으로 생각된다.

Service-learning 과제를 통한 디자인 전공 대학생들의 학습 효과에 대한 인식 조사

안지선,정혜경 한국브랜드디자인학회 2013 브랜드디자인학연구 Vol.11 No.3

본 연구는 디자인 대학 교육에서 예비 디자이너로서의 사회적 역할을 이해하고 디자인 과제의 근본적인 성찰의 기회를 제공하는 교수 학습 방법으로 service-learning을 고찰하였다. 본 연구는 2012년 11월에 7명을 대상으로 시행된 심층 인터뷰와 2013년 4월에 206명의 설문조사를 토대로 이루어졌다. 심층 인터뷰에서는 시민 의식 고취, 전통 지식 습득, 지역 사회의 요구 이해, 디자인 지식 및 도구 습득이 학생들이 인지하는 학습 효과로 나타났다. 특히 창의성과 연관된 전문가 정체성의 인식이 두드러졌다. 설문 조사에서 상당수의 디자인 전공 학생들이 service-learning 과제의 필요성을 인지하고 있었으나 실제 디자인 교육에서는 그러한 교육이 제대로 이루어지고 있지 않은 것을 알 수 있었다. 그리고 지역 사회 과제 경험 유무에 따른 요인별 총계 차이를 검증하기 위한 t-검정을 실시한 결과, 모든 요인에서 그 차이가 유의미하게 나타났다. 이는 지역 사회 과제의 경험이 있는 학생은 없는 학생보다 지역 사회 과제에 대해 긍정적으로 생각하고 있었다는 것을 의미한다. 본 연구를 통해 디자인 교육에서 service-learning의 응용은 지역 사회의 문제를 디자인 문제로 연결시켜 디자이너의 사회적 역할을 습득하는 기회를 제공하는 것으로 확인되었다. This paper empirically examines perceived student learning outcomes through a service-learning project involving college level students majoring in design. Service-learning is a teaching and learning method that allows students to learn social responsibility and to reflect upon their outcomes. The study conducted in-depth interview with seven students in November 2012 and surveyed 206 students in April 2013. From the in-depth interviews, we discovered that design students perceive social responsibility, traditional knowledge, community needs, and design knowledge & tools as their learning outcomes. Furthermore, students predominantly thought that they were creative from the perspective of professional identity when working on a service-learning project. Based on the results of the survey, most of the students think that they need a service-learning project included in the design education curriculum, although a service-learning project is not commonly provided. A t-test was conducted to validate the total difference between the factors according to experience in service-learning projects; all the factors were significantly different from that. This means that students who have worked on a service-learning project are more likely to think positively about service-learning projects compared to students who have never worked on one. This study finds that service-learning projects allow design students to convert a community problem to a design problem and think about their social responsibility as designers.

The Effects of Overseas Volunteer Service Experience on Students’ Attitudes for English Learning ―Focusing on Service Learning

( Kyungbin Im ),( Seohyun Bae ) 글로벌영어교육학회(구 호남영어교육학회) 2018 Studies in English education Vol.23 No.1

The purpose of this study is to investigate the attitudes of students who experienced overseas volunteer service and its influence on attitudes towards English learning and the ways of improving the quality of overseas volunteer service learning program in the future. In previous research results, related to service learning, it has been reported that service learning has a very positive effect not only on the personalities of the students involved in service learning but also on the areas related to subject learning. However, studies on the effects of service learning on English learners’ attitudes are hard to find. In this study, in order to find out the effects of overseas volunteer service on attitudes towards English learning, 41 students who participated in overseas volunteer service were surveyed before and after volunteer activities. The survey results showed that several aspects of the participants’ attitudes toward English learning changed through overseas volunteer service experience. Their interest in English learning has increased, their confidence in their use of English has also increased, and many participants answered that they felt a stronger need for English learning. These changes were statistically significant. However, this study is based on the fact that a small number of people have been selected for research, so more general research will have to be done to generalize it.

서비스경제 시대의 서비스학습 활성화를 위한 서비스-러닝 활동의 서비스학습경험 연구

이혜진,정기오 한국상업교육학회 2015 상업교육연구 Vol.29 No.4

본 연구는 서비스-러닝에 참여하는 학습자의 서비스학습경험을 밝히고 이와 관련된 서비스대상(고객) 대면방법 특성을 분석하여 서비스-러닝의 이론적 기반을 마련함으로써, 서비스경제에 부합되는 서비스 학습방법으로서의 서비스-러닝 연구에 기여하는 것이다. 연구는 서비스와 서비스-러닝, 분석틀인 활동이론에 대한 문헌 연구, Q 방법론을 활용한 서비스-러닝 학습경험의 발견, 서베이를 통한 학습경험 유형의 대표본 분포와 고객대면 특성 확인의 순으로 진행되었다. 연구결과, 서비스 활동 전반의 학습을 통해 자신과 고객에 대해 학습할 수 있었던 ‘서비스활동 학습’, 서비스제공자로서 기술적 요소만을 학습하였던 ‘서비스기술 학습’, 서비스제공과 관련된 학습이 아닌 예비사회경험을 학습한 ‘사회경험 학습’의 세 가지 서비스학습경험을 발견할 수 있었다. 이러한 경험들 간에는 서비스의 핵심인 ‘고객’ 학습에서 차이가 있었으며, 그러한 차이에 영향을 미치는 요인은 고객과의 안정적인 상호작용이 가능한 대면 방식과 시간인 것으로 나타났다. 마지막으로, 연구결과에 근거하여 서비스-러닝 설계 측면에서 고려해야 할 요소들과 서비스경제시대에 부합하는 서비스-러닝의 직업교육적 측면, 특히 상업교육에서의 직업교육적 시사점을 제시하였다. The purpose of this study was to contribute to the expansion of Service-Learning which is a service learning method in accord with service economy by determining the service learning experience of learners who participated in Service-Learning, and providing a theoretical basis based on the method of dealing with service objects(customer). The Study began with literature reviews on the service, Service-Learning and activity theory as an analytical framework and followed by discovering Service-Learning experience through Q methodology and identifying distribution of representative sample and characteristics of customer meeting through survey. The three learning experiences were identified in this study: ‘learning of service activity’ in which learners study about themselves and customer by learning overall service activity; ‘learning of service skill’ in which the only technical elements related service provider is studied and ‘learning of social experience’ in which preliminary social experiences but not service learning experiences are studied. There were differences among those experiences in learning ‘customer’, a key of service. It was shown that the factors making those differences were whether the type of and the amount of time of customer meeting allowed stable interaction between learner and customers. In conclusion, the elements to be considered in designing Service-Learning and the vocational educational aspect of Service-Learning, especially of business education, that suitable for service economy era, based on those results, were presented.

중등교육과정에서 학생봉사활동과 봉사학습의 확장

권순철,김성봉 교육종합연구원 2015 교육종합연구 Vol.13 No.4

In the curriculum by integrating the curriculum and students service a lot of interest in enhancing the effectiveness of service learning and student service training. The study examines the current status and issues at the school site for student service applied in secondary education, analysis of the ambiguity of service learning, which is understood in student outreach and student service boundaries and areas of activities and service learning It had to be identified. The purpose of this study is to analyze the concept of the extended first introduced the concept of service learning, and to reflect the characteristics of the service-learning to run the school curriculum in our country. The study first, by studying previous research and studies, operational reports analyzed the execution status and problems of student service and service learning in schools, a student service from the perspective of curriculum aligned to analyze the objectives of the curriculum in the case of a foreign curriculum was discussed in conjunction with the aligned service learning. Second, in secondary education by analyzing the boundaries and areas of student service and service learning it was an ambiguous classification, aligned through a training course in conjunction with the service learning derived expand service learning in secondary education. Extended service learning curriculum in the study were deduced the possibility of structuring a service learning in secondary education through the study could be aligned with the center. The issue of compulsory student service up to this point could be solved by applying service learning.

청소년 봉사학습을 위한 창조교육 교수-학습 5단계 적용

김정아 ( Kim Jeong-a ) 창조교육학회 2019 창조교육논총 Vol.21 No.-

This study applied the 5th stage of creative education teaching-learning to youth service learning. It is important for young people to develop healthy personality and creative competence as a social experience learning, one of the meaningful education for young people, through service activities conducted inside and outside the school. In other words, by applying 5 stages of creative education teaching-learning to the service learning of the youth, it is possible to solve the problem creatively through service activities and to cultivate the creative competence of the youth by pursuing creative value. The stage of ideation is the process of recognizing the problem of service activities, and the stage of starting to imagine service activities, which are emotional and personal values including knowledge and skills through service activities. The discovery stage is the preparation process of volunteer activities, which is the stage of concentrating motivation and enthusiasm on the value while positively thinking about the imaginary value made through the stage of thought. In other words, the imagination of value creation through service activities is embodied, and knowledge is constrained due to the action of creativity, and the fusion of emotion and personality is concretely shown. The stage of excavation is the process of carrying out service activities for full-scale service learning, and it is a process of changing into a rational and systematic idea. It is a stage in which individual creative abilities of each youth are uniquely applied to grasp, analyze, and refine the elements of contents or problems found through the experience of service activities. The stage of expression is the reflection of service activities, and the result of knowledge and such consilience is fused into emotion and personality, so it is completed with meaningful contents by systematically organizing contents discovered through service activities. The actual value of service learning is revealed as a practical step to establish creative competence as a process of organizing and organizing the contents of service learning through service activities. The stage of development is the process that coincides with the process of development of service activities, and the stage where creative competence is established by objectifying new values through application and evaluation. Experienced and practical knowledge of volunteer activities is integrated, and the knowledge, emotion and personality are fused to create value and demonstrate creative competence. The value of learning through service activities of adolescents is to realize creative value through healthy personality and creative competence development of adolescents by combining knowledge and experience learned in school. Therefore, by applying the 5 steps of creative education teaching-learning to youth service learning, healthy personality and creative competence can be cultivated through the fusion of personality development and creativity development. Therefore, it is necessary to provide a substantial service learning through various service activities of adolescents.

봉사-학습이 대학생의 지역사회참여의식, 학업적 자기효능감 및 학습동기에 미치는 효과

김은영,유숙영 한국교육학회 2008 敎育學硏究 Vol.46 No.4

The purpose of this study is to identify the effects of Service-Learning on university students' academic self-efficacy, consciousness of participation in community, and learning motivation. 388 university student of Seoul Women''s University were divided into two groups, 195 in an experimental group and 193 in a control group. Academic Self-efficacy, consciousness of participation in community, and learning motivation tests were taken as a pre- and posttest. Descriptive statistics and ANCOVA were used to identify the effects. The results of this study were the positive effects of Service-Learning on university students' psychological and academic development as follows: First, Service-Learning had statistically significant effects on university students' consciousness of participation in community. Second, Service-Learning had not statistically significant effects on university students' academic self-efficacy. Third, Service-Learning had statistically significant effects on university students' learning motivation. These results empirically verified that Service-Learning is one of the most effective educational methods in university. 본 연구의 목적은 교수-학습 방법의 하나로서의 봉사-학습이 대학생들의 지역사회참여의식, 학업적 자기효능감, 학습동기 증진에 미치는 영향을 밝히는 것이다. 연구 참여자는 서울 소재 S여대 재학생 388명이며, 실험집단 195명, 통제집단 193명이다. 측정도구는 지역사회참여의식 검사, 학업적 자기효능감 검사, 학습동기 검사를 사전, 사후검사로 사용하였고, 본 연구에서 제시한 연구문제를 해결하기 위해 사전검사를 공변인으로 하는 공변량 분석(ANCOVA)를 실시하였다. 연구결과는 봉사-학습이 지역사회참여의식 증진에 미치는 결과분석에서 지역사회참여의식 성향에 대해 실험·통제집단 간 차이가 통계적으로 유의미한 것으로 나타났으며, 봉사-학습이 대학생의 학업적 자기효능감 증진에 미치는 결과분석에서 학업적 자기효능감에 대해 실험, 통제집단 간 차이가 유의미하지 않은 것으로 나타났다. 마지막으로 봉사-학습이 대학생들의 학습동기 증진에 미치는 결과분석에서 학습동기에 대해 실험·통제집단 간 차이가 통계적으로 유의미한 것으로 나타났다. 본 연구의 결과, 봉사-학습 경험은 지역사회참여의식, 학습동기 향상에 긍정적인 효과가 있었으며, 봉사-학습이 대학에서 효과적인 교육 방법으로 활용될 수 있는 가능성을 제시하였다.