지역도서관에서 초등학생을 대상으로 한 공공디자인 교육 실행 효과에 관한 연구 - 학습과학 기반 공생체험형 수업을 중심으로 - = A Study on the Implementation Effects of Public Design Education for Elementary School Students in the Local Library - Focused on Symbiosis Experiential Classes Based on Learning Science -

다국어 초록 (Multilingual Abstract)

(Background and Purpose) Despite Korea's remarkable economic growth, the importance of balanced education focusing on public design, creativity, and collaborative problem-solving has been overlooked. The Public Design Promotion Act underscores the necessity of cultivating public awareness of design and building a creative, collaborative, and sustainable society. This study aims to explore the feasibility and direction of public design education by implementing and evaluating an educational program for elementary school students conducted in local library. (Method) This study was conducted as a naturalistic field study, involving nine self-selected upper-grade elementary students in Bupyeong. Participant recruitment was carried out by the library as part of a pilot initiative for community-based public design education. The program was publicly announced, and enrollment was open to any elementary school students in the local area on a voluntary basis. The participants were not recruited directly by the researcher and were therefore regarded as a naturally recruited sample. The intensive six-hour experiential learning program, incorporating 11 hands-on activities, comprised three themes: Public Design for All, Sustainable Public Design, and Cultural Public Design, each offering practice-oriented activities. The study evaluated students' awareness of public design and their participatory experiences using a 5-point Likert scale and analyzed the effects of interactive and hands-on learning through both qualitative and quantitative methods. (Results) Prior to the program, 33.33% of the students responded strongly agree regarding the importance of public design. This figure increased to 77.78% after the program, reflecting a 44.45% rise. Additionally, the Sustainable Public Design module recorded a positive response rate of 88.89%, demonstrating a deepened understanding of ecological sustainability and coexistence. Experiential learning through hands-on tools effectively enhanced students' creative problem-solving abilities, with 100% of respondents affirming that mock experiential activities were helpful for their learning. (Conclusions) The study demonstrates that public design education based on learning science can effectively enhance elementary students' creative thinking and collaborative problem-solving abilities. By utilizing local libraries as community spaces, the program confirmed the potential for expanding public design education within the community. The findings suggest that public design education goes beyond merely conveying concepts, offering practical and experiential learning opportunities. Future research should focus on the development of educational content that integrates diverse digital and analog tools, along with evaluating the long-term learning outcomes. This study was conducted as a case-based action research under limited time and environmental constraints. Therefore, it is necessary to systematically verify the applicability and long-term effects of the educational model through subsequent empirical studies that include diverse age groups, regions, and institutions. Through such efforts, public design education can be more widely disseminated as a medium connecting public policy and civic education.