Characteristics of Convergence Learning Experience Using an Educational Documentary Film

Autor/inn/en	Shin, Jongho; Cho, Eunbyul
Titel	Characteristics of Convergence Learning Experience Using an Educational Documentary Film
Quelle	In: Asia Pacific Education Review, 16 (2015) 2, S.213-223 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1598-1037
DOI	10.1007/s12564-015-9375-8
Schlagwörter	Cognitive Processes; Emotional Response; Student Attitudes; Undergraduate Students; Films; Documentaries; Mathematics; History; Economics; Politics; Interviews; Learning Experience; Teaching Methods; Student Experience; Student Interests; Knowledge Level; Relevance (Education); Psychological Patterns; Prior Learning; Interaction; Interdisciplinary Approach + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Emotionales Verhalten; Schülerverhalten; Film; Documentary film; Documentary films; Dokumentarfilm; Mathematik; Geschichte; Geschichtsdarstellung; Volkswirtschaftslehre; Politik; Interviewing; Interviewtechnik; Lernerfahrung; Teaching method; Lehrmethode; Unterrichtsmethode; Studienerfahrung; Studieninteresse; Wissensbasis; Relevance; Relevanz; Vorkenntnisse; Interaktion; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität
Abstract	The purpose of the study was to investigate the characteristics of convergence learning experience when learners study integrated learning contents from various academic subjects. Specifically, cognitive and emotional experiences and their changes over time were investigated. Eight undergraduate and graduate students participated in the study. They watched an educational documentary entitled "Mathematics and Civilization," which included content from various subjects such as mathematics, history, economy, and politics. They were interviewed in-depth about their learning experiences from watching the documentary. Participants reported that convergence learning experience included a personalization process in which they incorporated learning contents based on their own personal experience, interest, and knowledge; especially, personal background and curiosity were factors facilitating personalized meaning making on learning contents. We also found that cognitive change was accompanied by an emotional change when participants transformed their own knowledge structure from fear to pleasure for learning. These results suggest that in convergence education, a learner's prior knowledge and experience would play a key role in constructing the learner's own meanings and knowledge structure more so than in traditional subject-based education. Also, social interaction could facilitate convergence learning experience by allowing learners to share in others' learning experiences and perspectives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01