Recently, the importance of education to raising talent for developing creative and convergent abilities has been emphasized as an educational solution for responding actively to the issues of various changes and crises in future society(Kim, Wang-d ...
Recently, the importance of education to raising talent for developing creative and convergent abilities has been emphasized as an educational solution for responding actively to the issues of various changes and crises in future society(Kim, Wang-dong, 2011; Kim, Wang-dong, 2012; Lee, Esther, 2013; Hong, Hee-jung, 2015; Chang, Yong-kyu and Lee, Jung-taek, 2016). In the middle of improvement of management and system of school education for diversifying and autonomy of education, the element of 'capability' is established as an essential one(Cho, Kyung-won and Yang, Eun-ju, 2001; Cha, Gab-bu, 2001; Honh, Suk-ho, 2012; Chang, Yong-kyu and Lee, Jung-taek, 2016), and the concept of 'capability' has been an important affecting factor on the curriculum of physical education(Hong, Suk-ho, 2012). The curriculum of physical education revised in 2015, also aims at helping learners to raise various capabilities including personality one through participation in physical activities and raising them as creative and convergent talents based on it, for main goals and purposes of education in teaching and learning activities in physical education(Shin, Min-hye and Cho, Min-ki, 2015).
As seen above, physical education is an effective subject for realizing a curriculum focusing on capability. In particular, physical activity class based on ecologism in the field of school is highly acclaimed with positive changes and effects in education for learners. Physical activity education based on ecologism could share the context with curriculum focusing on value and capability(Park, Ji-young, 2016). Furthermore, as seen through the previous studies, we could expect close relationship between ecological physical activity education and physical education curriculum focusing on value, and possibilities of realization of convergent education. And then, it is expected that it could be a educational method for growing creative and convergent talent pursued in physical education curriculum revised in 2015. Therefore, this study aims at refiguring physical activity program based on ecologism for raising core capabilities according to physical education curriculum revised in 2015, applying it into the field of school and exploring its educational meanings and values.
In order to achieve the goal of this study, using the literature review and case study method among qualitative research methods, the study was conducted(Kim, Young-cheon, 2008; Merrim, 1988; Stake, 1995). For the research participants, five experts were selected and for class program participants, twenty-four 6th graders in an elementary school in S city were chosen, respectively. For collecting data, the results of literature review, in-depth interviews on the experts and class program participants, and participatory and non-participatory observations in the program were used, In addition, the data was collected through the participants' diary on reflection, class time tasks, photo, video, and the related other class program resources. For the data analysis, it was made by case record analysis and inductive categorial analysis(Marriam, 1988; Stake, 1995; Kim, Young-cheon, 2008) and triangulation, peer-to-peer discussion, and peer-review were applied to secure trustworthiness of the data.
As a result of the study, for the class program was refigured with 'first and second sessions: the ecological environment and our shared life, third and fourth sessions: ecology and our overcoming over crisis, fourth and fifth sessions: we are the keepers of ecology, seventh session: I, we, and ecology as a whole' in the first phase and 'eighth session: understanding the importance of life together, ninth session: life together with practice of life skills, tenth session: learning care and co-existence, and eleventh and twelfth sessions: I, we, and ecology as a whole' in the second phase. Through this class program, learners could raise six core capabilities emphasized in the physical education curriculum revised in 2015, self-management capability, knowledge and information processing capability, creative thinking capability, aesthetic emotional capability, communicative capability and communal capability.
It is expected that this study will have positive educational effects and performances as a case for class, and that it will also provide important information to teachers and researchers and suggest various options for class attempts and applications. In addition, it will contribute to various researches in physical education, future studies, invigoration of physical education activities and raising the status of physical education.