This study was started with the investigator' s thinking that the museum education overlooked the fact that the discussion on the evaluation aspect of museum education program had been started in the midst of today' s museum education environment and in the course of developing its theoretical debate, and therefore approach to the evaluation not as a standpoint of a museum authority, namely a provider of education, but as a participant, namely a recipient of education, could produce more substantial data. The structure of this study was, frrst, centered on the p따ticipant of museum education by recognizing them as the one who were interested in the education and by placing them in the very rniddle of the education. Second, this study regarded the participant as the one who wanted to get knowledge actively and subjectively, by introducing the viewpoint of constructivism that had been well known to everyone in the field of pedagogy into this study as a theory with which to understand the participant' s experience of museum education, while examining the outline of museum education. On the other hand, the reciprocal experiencing model by Falk & Dierking was applied to this study as a theoretical frame of exarnining the museum education experience, and with this theory, the investigator analyzed participants' personal, social, and physical motive of use of museum education and satisfaction from it in relation to the pattem of use. As a study method, the investigator approached to this study with the frame of “ the message (the contents of education of the Seoul National University Museum) ? the recipient (the participant in the education of the Seoul National University Museum) ? the mediate variant (the Wednesday' s general education course of the Seoul National University Museum) ? the effect (the participant' s education experience)" , and composed a questionnaire by grafting 'the theory of uses and gratification' into the Falk & Dierking s reciprocal experiencing model. The reason why the investigator used 'the theory of uses and gratification' in this study was that after being effectively used in the study of media in the past, it was in using as a useful theoretical prernise in analyzing recipients in the field of social science. Before completing the questionnaire, the investigator examined other questionnaires appeared in other studies on audience of which study method was a questlOnnalre survey. Study subjects were sampled from the participants in the Wednesday' s general education course of the Seoul National University Museum, who had personal relations with the investigator. Although the museum education program had p따ticul따ity， the response of its participants showed the features of modern participants of museum education. Study findings show that the Wednesday' s general education course of the Seoul National University Museum has played the role of a life learning space and a social education agency with the social and educational function that belongs to a museum, and contributed to the learning community through the production and communication of knowledge and information. 1n addition, its participants seemingly satisfy their museum education experience 뻐d leisure activity desires simultaneously. On the other hand, the questionnaire survey in which the Falk & Dierking’ s reciprocal experiencing model was applied produced following conclusion: 1n the personal aspect, participants of museum education at all times or more than three times in a month were more satisfied with its contents than those who taking p따t in the course for the first time or ones a month. The former said that the course was beneficial, and they had good memory of the course. When the participants had lots of knowledge on the course in advance, their self-satisfaction was greater, they became to have interests in a variety of themes upon completing the course, and they said that their life became abundant and had new meaning. Therefore, judging the participants from the viewpoint of constructivism, knowledge does not exist in the outside objectively but is defined by its learner, being in the process of composing learning actively. 1n the social aspect, participants of museum education showed that there was no recommendation from others in their initial participation of the course in general, they had no intention to publicize the course in order to have any companions, and their participation was not to extend their interpersonal networks. 1n the physical aspect, participants of museum education revealed that their participation was not to feel pride in the Seoul National University Museum or for the museum to be located near their homes, and they did not necessarily visit the museum whenever there were planned or special exhibitions with interests in its exhibits. Participants of museum education showed that they were interested in a variety of museum courses in accordance with their tastes and concems. This fact suggests that those who are interested in the museum education exist even in grown-ups and a museum must extend its visitor base by planning various educational programs in order for it to play the role of social and educational function. On the other hand, the investigator examined whether or not the changes of participants interest, concem, and attitude on the museum education could be an irnportant purpose and result of the education, in addition to acquiring knowledge and information through experience or learning from a museum. Study findings show that although the development of knowledge and technology and the increase of meaning and appreciation have significant influence upon the museum education, the changes of emotion and attitude, the transformation of idea, and the experience of life changes have insignificant influence upon it, and the extension of relationship has no influence. Therefore, the planning of domestic museum education must consider its recipients, namely p따ticipants ， in its composition of educational programs, in order for the recipients to satisfy their personal as well as social and physical desires through the experience of museum education. The investigator hopes that many studies, such as this, are carried out and accumulated in the future, in order for the museum education to approach to the desires and satisfaction of participants with practical methods of evaluation, and to be exchanged and extended among persons in charge of the education, by breaking from the conventional theoretic discussion.