청년 사회활동에서 배움의 의미 탐색을 위한 질적 사례연구: 경험학습의 세 가지 차원 모형을 중심으로

초록

Objectives This study was conducted for the purpose of in-depth exploration of the meaning of learning derived from the process of youth forming groups voluntarily and experiencing social activities based on the three-dimensional model of experiential learning. Methods This study was conducted as a qualitative case study method. First, through the literature review, the researchers' initial problem consciousness, the main point and problem of research were drawn. Second, in order to collect qualitative data, in-depth interviews were conducted after selecting 6 research participants through intentional sampling among young people who had been social active for more than 5 years. The average active years of the study participants was 6 years and 8 months, and their average age was 26 years. Third, qualitative data analysis was conducted through constant comparison method, and in the categorized process, the words and phrase used by study participants were utilized. Finally, to get the validity and reliability of the research results, triangulation, researchers’ check and peer-review were performed. Results First, the content dimension consisted of six categories related to knowledge, understanding, and function, and derived the meaning of learning that youth found opportunities to understand themselves in accidental situations by participating in social activities. Second, the incentive dimension consisted of six categories of motivation, will, and emotion, and it was derived as a meaning of learning that youth actively explored new methods to maintain balance between their minds and bodies. Third, the social dimension consisted of five categories related to behavior, dialogue, and cooperation, and was derived as a meaning of learning that an individual's worldview was expanded through interactions between various resources related to youth. Conclusions The suggestion for the above research results was that first, it should be viewed as a research object and learner that could characterize youth in various ways. Second, learner participation should be discussed from a broad perspective that encompasses how to help learners utilize knowledge in connection with outside of the educational system. Third, educational institutions should seek an open learning ecosystem that considers not only the area of education and learning, but also the daily life of individuals. Fourth, educational support should be provided considering that the current youth requires an experience suitable for themselves.

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