We  developed  the  teaching–learning  materials   for the  field   experience  activity  at  KEPCO  (Korea  electric   power  corporation)  Electricity  Museum  and had various  funny  activities  for the  students  to be familiar   with the concept of electromagnetism.

This  activity consists  of 3-steps: pre-learning  about the field   experience  activity, field  trip activity,  and post-learning,  with linking the electromagnetism  parts in  science curriculum.  It was shown that the attended students played  a leading  part in activity in contrast with the other existing, common field  trips.

It is well  believed that the science  knowledge by hands-on experience is maintained  for a long time,  because it is given  by inquiring  skill through direct  seeing, observation and experiencing  process from the field  experience activity.  For the effective activity,  it is necessary for students not to  get unconditional observations, but to  have guides on “what is that?” and “how to observation it?”

Our research suggests that we should  offer them the opportunity  about experiment,  book, or worksheet related learning  after museum visit,  and the opportunity to get a learning impetus  immediately, to  realize the effective  field  experience activity. In  conclusion, we propose that exhibition  is not given  with just a visual  pleasure,  but it should  keep pace with expert’s lecture or experiment.

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Development of teaching-learning materials for the field experience activity at electricity museum

Kyung-Ae Oh   Dok San High School, Korea

Sung-Won Kim   Ewha Womans UnivrityK

We  developed  the  teaching–learning  materials   for the  field   experience  activity  at  KEPCO  (Korea  electric   power  corporation)  Electricity  Museum  and had various  funny  activities  for the  students  to be familiar   with the concept of electromagnetism.

This  activity consists  of 3-steps: pre-learning  about the field   experience  activity, field  trip activity,  and post-learning,  with linking the electromagnetism  parts in  science curriculum.  It was shown that the attended students played  a leading  part in activity in contrast with the other existing, common field  trips.

It is well  believed that the science  knowledge by hands-on experience is maintained  for a long time,  because it is given  by inquiring  skill through direct  seeing, observation and experiencing  process from the field  experience activity.  For the effective activity,  it is necessary for students not to  get unconditional observations, but to  have guides on “what is that?” and “how to observation it?”

Our research suggests that we should  offer them the opportunity  about experiment,  book, or worksheet related learning  after museum visit,  and the opportunity to get a learning impetus  immediately, to  realize the effective  field  experience activity. In  conclusion, we propose that exhibition  is not given  with just a visual  pleasure,  but it should  keep pace with expert’s lecture or experiment.

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