Abstract

This study aimed to develop a program that integrates various subjects such as Korean, technology, history, and science for middle school club activities and to evaluate its educational effectiveness. Unlike existing educational programs utilizing the turtle ship (Geobukseon), this program incorporated a variety of activities including film analysis, model making, hands-on experiences, and scenario writing, with a focus on both the turtle ship and Korean-style oars. Centered around the process of students solving challenges related to the Geobukseon, problem-based learning (PBL) was applied, resulting in the development of a 14-period curriculum. In order to verify the educational effectiveness of the developed educational program, the program was implemented with 13 middle school students participating in science club activities at P Middle School on Jeju Island. Changes in cognitive and affective domains were examined through questionnaires. The findings indicated that the program had a positive impact on cognitive areas such as knowledge acquisition, application, convergent thinking, and creative thinking. Additionally, affective areas, including learning emotions, self-concept, learning motivation, and attitudes toward the turtle ship, showed significant improvement. However, curiosity in relation to the turtle ship did not show a positive change, possibly due to overlapping content and an overwhelming learning load, which presnted difficulties udring the learning process. This suggests the need for teachers to maintain close communication with students to mitigate potential negative effects caused by the intensity of the content.

Keywords: Korean-style oar, club activities, integrated education program, problem-based learning