과학에 대한 태도 및 과학교육지식이 유아교사의 과학교수효능감에 미치는 영향

김헤라 ( He Ra Kim ) 한국유아교육학회 2013 유아교육연구 Vol.33 No.2

이 연구의 목적은 과학에 대한 태도 및 과학교육지식이 유아교사의 과학교수효능감에 미치는 영향을 알아보기 위하여 실시되었다. 연구대상은 어린이집 만 3-5세 유아반을 담당하고 있는 교사 122명이었으며 Science Teaching Efficacy Belief Instruments, Inventory of Science Attitudes, 과학 교과교육학지식 도구 중 일부를 사용하여 연구자료를 평가하였다. 수집된 자료는 Pearson의 적률 상관계수와 일원분산분석, 단계적 회귀분석을 통해 분석하였다. 주요 연구결과는 다음과 같다. 첫째, 유아교사의 과학에 대한 태도에 따라 과학교수효능감은 차이가 있었다. 교사의 과학에 대한 태도가 높을수록 과학교수효능감도 높게 나타났다. 둘째, 유아교사의 과학교육에 대한 지식에 따라 과학교수효능감은 차이가 있었다. 교사의 과학교육에 대한 지식이 높을수록 과학교수효능감은 높게 나타났다. 셋째, 과학교수효능감에 영향을 예측할 수 있는 변수는 과학에 대한 흥미, 교수학습방법에 대한 지식, 과학의 사회적 가치, 학습자에 대한 지식으로 나타났다. 이와 같은 연구 결과는 보다 발달적이고 효과적인 유아과학교육을 위한 교사 양성 프로그램 개발을 위한 기초자료로 활용될 수 있으리라 기대한다. The purpose of this study was to investigate the effect on early childhood teachers` self-efficacy in teaching science of attitude toward science and knowledge about science education. Subjects were 122 early childhood teachers who working at the day care center. The data were collected by using three questionnaires(Science Teaching Efficacy Belief Instruments, Inventory of Science Attitude, Pedagogical Content Knowledge about Science). The data were analyzed by Pearson`s correlation, Anova, and step-wise Regression. The results of this study are as follows; First, there were differences between attitude toward science and self-efficacy in teaching science of early childhood teachers. The higher score of attitude toward science, the higher score of self-efficacy in teaching science. Second, there were differences between knowledge about science education and self-efficacy in teaching science of early childhood teachers. The higher score of knowledge about science education, the higher score of self-efficacy in teaching science. Third, the significant predictors of self-efficacy in teaching science were interest in science, pedagogical knowledge, social value of science, and knowledge about young children. The results of this study can be used to develop effective teacher training programs for early childhood science education.

속담특성 및 언어발달요인과 아동의 속담이해수준의 관계

조복회 ( Bok Hee Cho ),김헤라 ( He Ra Kim ) 한국아동교육학회 2013 아동교육 Vol.22 No.2

본 연구는 초등학교 4학년, 6학년 90명 아동을 대상으로 아동의 속담이해수준 및 이와 관련된 속담의 특성과 언어발달요인을 파악하는 것을 목적으로 하였다. 이를 위해 16개의 속담으로 이루어진 도구를 사용하여 아동의 속담이해수준을 확인하였고, 속담의 친숙성, 구체성(추상성)에 따라 속담이해수준에 차이가 있는지, 아동의 어휘력, 국어교과선호도, 독서시간 등 언어발달요인에 따라 속담이해수준은 어떤 특성을 보이는지를 파악하였다. 그 결과는 다음과 같다. 첫째, 아동은 16개의 속담에 대한 뜻에 대해 나름대로의 이해를 하고 있었다. 16개의 속담에 대한 아동의 이해수준은 매우 다양하게 나타났다. 그들은 특히 속담의 비유적인 표현에 대한 의미를 이해하고 있었다. 둘째, 아동의 속담이해수준은 속담의 특성에 따라 차이가 나타났다. 아동은 친숙하지 않은 속담보다는 친숙한 속담을, 추상적인 속담보다는 구체적인 속담을 더 잘 알고 있었다. 셋째, 아동의 속담이해수준은 아동의 어휘력, 국어교과선호도, 독서시간과 관련성을 가진다. 이와 같은 연구결과는 아동의 속담을 활용한 아동의 언어인지 프로그램 필요성에 대한 기초자료로 활용될 수 있으리라 기대한다. The purpose of this study was to investigate proverb comprehension ability and the language developmental factors in elementary school children. The 90 fourth and sixth grade participants completed an open-ended questionnaire asking them what 16 proverbs mean, and what the words mean in K-WISC III. The main results of this study were as follows. First, the results showed that the participants understood about proverb`s meaning in their way. Especially, they understood the figurative meaning of proverbs. Second, there was a difference in the meaning of proverb due to proverb`s type. They showed higher scores for familiar and concrete proverbs than unfamiliar and abstract and abstract proverbs. Third, the higher scores in the vocabulary related to the higher scores in proverb comprehension. Reading time and preference for Korean class also were related to proverb comprehension. These result can be used as a basis for needing the cognitive language program using proverbs.

어머니의 특성 및 자아인식이 양육스트레스에 미치는 영향

김진경(Jin Kyung Kim),김헤라(He Ra Kim) 한국아동학회 2012 아동학회지 Vol.33 No.2

The purpose of this study was to focus on the effects of a mother`s characteristics and self-awareness as they impact upon parenting stress, with the additional aim of creating an appropriate structural equation model. The subjects of the study comprised 2078 newborn children (and their mothers) taken from the 1st year of the Korea Children`s Panel. The results of the research are as follows. The mother`s feeling of pregnancy, her income activity, religion, and educational level impacted significantly upon self-awareness, whereas employment status did not, In addition, the feeling of pregnancy and income activity had a effect on parenting stress both directly and indirectly. Educational level and religion impacted on parenting stress indirectly through self-awareness, Both employment status and self-awareness were found to have impacted on parenting stress directly, The implication of these findings are also discussed.

예비유아교사의 긍정정서성이 의사소통능력에 미치는 영향: 정서표현유연성의 매개효과를 중심으로

오지은 ( Oh Jee-eun ),김헤라 ( Kim He-Ra ) 한국유아교육학회 2021 유아교육연구 Vol.41 No.6

이 연구는 예비유아교사의 긍정정서성과 정서표현유연성 및 의사소통능력의 관련성을 살펴보고, 긍정정서성과 의사소통능력의 관계에서 정서표현유연성이 매개 변인으로 작용하는지를 검증하기 위해 실시되었다. 이를 검증하기 위해 G지역 4년제 대학에 재학 중인 예비유아교사 179명의 설문자료를 수집하였다. 결과 분석은 SPSS 25.0 프로그램을 이용하여 빈도와 백분율을 구하였으며, Pearson의 적률상관계수를 산출한 후 위계적 회귀분석과 매개효과를 검증하였다. 그 결과 첫째, 예비유아교사의 긍정정서성, 정서표현유연성, 의사소통능력 간에는 유의미한 정적 상관관계가 나타났다. 둘째, 예비유아교사의 정서표현유연성은 긍정정서성과 의사소통능력의 관계에서 부분매개 효과를 나타내었다. 이 연구는 예비유아교사의 의사소통능력에 있어서 긍정정서성과 정서표현유연성의 영향력과 경로를 밝힘으로써 예비유아교사의 의사소통능력 향상에 대한 함의를 제공한다. This study was conducted to examine the relationship between positive emotionality, expressive flexibility, and communication competence of preservice early childhood teachers, and to verify whether expression flexibility acts as a mediating variable in the relationship between positive emotionality and communication competence. To verify, we collected a survey of 179 university students who major in early childhood education in G Province. The data was analyzed with frequency and percentage using the SPSS 25.0 program, and the hierarchical regression and mediated effects were verified after Pearson’s integral correlations were calculated. As a result, first, there was a significant positive correlation between the positive emotionality, expressive flexibility, and communication competence of preservice early childhood teachers. Second, the expressive flexibility of preservice early childhood teachers showed partial mediating effects in the relationship between positive emotionality and communication competence. This study provide implications for improving the communication competence of preservice early childhood teachers by revealing the influence and path of positive emotionality and expression flexibility in the communication competence of preservice early childhood teachers.

근무기관의 조직건강성이 유아교사의 창의적 인성에 미치는 영향: 놀이교수효능감의 매개효과 검증

임한나(Hannah Im),최인숙(Insuk Choi),김헤라(He-ra Kim),채진영(Jin-Young Chae) 한국보육지원학회 2019 한국보육지원학회지 Vol.15 No.4

Objective: This study was conducted to examine the mediating effects of play teaching efficacy in the relationship between the organizational health of teacherworkplaces and the creative personality of the teachers. Methods: The Pearson product-moment correlation analysis and one-way ANOVA were conducted for data analysis using SPSS 25.0. For mediatinganalysis, Baron & Kenny’s (1986) multiple regression analysis using SPSS 25.0 and the Sobel test were also implemented. Results: There were significant differences in the organizational health of the workplaces according to age, years of working experience, type of workplace, and daily working hours. For play teaching efficacy, there were significant differences according to age, education level, years of working experience, type of workplace,and daily working hours of the teacher. On the other hand, significant differences were found in terms of age and education level in relation to the teacher having a creative personality. Play teaching efficacy was found to have a full mediation effect on the relationship between the organizational health of the workplace andthe creative personality of the teacher. Conclusion/Implications: The organizational health of the workplace and play teaching efficacy should be improved in order to enhance the creative personality of teachers in early childhood education.

물체의 수중낙하에 대한 아동 및 청소년의 사전생각과 사후생각 형성

김헤라,유안진 대한가정학회 2002 Family and Environment Research Vol.40 No.5

The purpose of this study is to investigate prior thinking and posterior thinking formation of children and adolescents in sinking objects. The subjects consisted of twenty eight, 9- and 11-year old children and fourteen, 13-year old adolescents selected from one elementary school and two middle schools. The transcripts were analyzed to classify children and adolescents' prior thinking and posterior thinking frequency, reasoning response(evidence based response, idea based response) and reasoning method(valid method, invalid method). The data were analyzed by frequency, percentile, mean and standard deviation, t test, ANOVA. Major findings were as followings: 1. Children and adolescents have already had prior thinking in sinking objects. 2. Children and adolescents applies their prior thinking to posterior thinking formation process. 3. There were significant differences in children and adolescents' posterior thinking formation process, especially choices in objects and reasoning methods depending on age. 4. There were significant differences in children and adolescents' reasoning response depending on presented evidences types. 5. Through the experimentation, children and adolescents' prior thinking was different from their posterior thinking. There were significant differences in differences between the prior thinking and posterior thinking depending on age.