동화를 통한 과학 활동이 유아의 과학적 태도 및 탐구능력에 미치는 영향 = Influence of Scientific Activities through Fairy Tales on Scientific Attitude and Searching Competence of Early Children

다국어 초록 (Multilingual Abstract)

This study started from the idea that scientific activities through fairy tales is an effective education method as a way of forming scientific grounding gradually with scientific knowledge on the basis of scientific attitude and searching competence learned from natural search and research experience in daily lives to early children who will live in a knowledge and information- oriented society when with rapid development of scientific technique like these days, and science may be a part of a human being and quality of life depend whether or not he will have scientific knowledge, scientific understanding and application ability.
Hereupon, the purpose of this study is to investigate whether scientific activities through fairy tales have influence on the development of scientific attitude and searching competence. For the accomplishment of its purpose, a wide range of prior research regarding science education for early children and related documents analysis were executed such as early children's development characteristics and a field of interest, teachers' understanding and realities about science education for early children, study on integrated approach and curriculum focused education, and documents about science education and literature. From the basis of this, study hypothesis was established in comparison with the influence of scientific activities through fairy tales and explanatory exhibition-centered scientific activities on early children's scientific attitude and searching competence.
For verification of the hypothesis, the subjects of this study were 60 children of five years old in the same preschool in D metropolitan city and were divided into two groups, each of 30 ones, experimental group that participated in scientific activities through fairy tales and comparative group that participated in explanatory exhibition-centered scientific activities. In the course of experiment, pre-test was executed and the same quality of the two groups was verified and scientific activity program through fairy tales was executed to the experimental group and explanatory exhibition-centered scientific activity program was executed to the comparative group 12 times of periods for 6 weeks. After the experiment management, post-test was executed to investigate the influence on children's scientific attitude and searching competence.
As an examination tool for this study, scientific activity program for early children was used with revision and supplement, planned for investigation of early children's scientific attitude, concept and searching competence by An Gyeong-suk(2003) and in the progress of the program, children's state and response of activities in the scientific field in the latitude activities were respectively observed and recorded in the behavior list note. First of all, as for early children's scientific attitude, the test was executed, based upon "early children's scientific attitude behavior lists" made, revised and supplemented, by An Gyeong-suk (2003) from scientific attitude valuation tool made by Martin(1997) to apply scientific activities through fairy tales to the subjects, and as for searching competence, the test was executed, based upon " early children's scientific searching competence lists" made, revised and supplemented by An Gyeong-suk (1992)and Jang Gyeong-hye(1994) on the basis of the test by Tegano, Sawyers and Moran(1989). Subfactor of scientific attitude in this study was composed of 8 items such as curiosity, positiveness, frankness, openness, objectivity, criticism, patience and cooperation and the test was executed, divided into 16 categories, each of 2 items. And subfactor of searching competence was composed of 6 items such as observing, separating, measuring, estimating, experimenting, communicating and discussing and the test was executed, divided into 18 categories, each of 3 items.
As for fairy tales used for experimental group, books in Science Education for Early Children (Mun Mi-ok et al., 2000) and books recommended by teachers in the field were collected and selected on the basis of books from a valuation basis of science education for early children by literary approach (Ministry of Education, 1995) and good books about scientific idea (Lee Gyeong-u et al., 2000), based upon a standard (Kim Sun-sui, 1999) proposed by Barrow & Saleisi(1982). The programs applied to the comparative group and experimental group were composed of a total of 24 programs according to the 12 subjects on the basis of the sixth curriculum, the sixth preschool education activity teaching materials and science education activity materials for early children through play (Ministry of Education, 2003). The test of scientific attitude and searching competence was executed to the experimental group and comparative group for verification of the experiment management, and the hypothesis was verified through the analysis of pre-test score and post-test score by SPSS/For Windows 10.0 covariates analysis (ANCOVA).
The conclusions centered on the results of this study that started with the need of science education study for early children are as follows:
First, it showed that children of experimental group that participated in scientific activities through fairy tales got higher score than those of comparative group that participated in explanatory exhibition-centered scientific activities in the all 8 subfactor of scientific attitude, such as curiosity, positiveness, frankness, openness, objectivity, criticism, patience and cooperation. It suggests that scientific activities through fairy tales are more effective on the improvement of early children's scientific attitude than explanatory exhibition-centered scientific activities. That is, scientific activities that would give teacher-centered materials and activities to children through explanation and exhibition just gave them a moment interest, not having a significant effect on the improvement of scientific attitude. On the other hand, integrated activities that children listened fairy tales, teachers and children planned related scientific activities together on the basis of the fairy tales, collect data and solve the problem were effective on the improvement of various scientific attitude such as curiosity, positiveness, frankness, openness, objectivity, criticism, patience and cooperation. Accordingly, it is thought that in the progress of science education for early children, teachers should try to develop systemic programs to activate connecting fairy tales and science regarding children's development and interest, not science education of information conveyance.
Second, it showed that children of experimental group that participated in scientific activities through fairy tales got higher score than those of comparative group that participated in explanatory exhibition-centered scientific activities in the all 6 subfactor of searching competence such as observing, separating, measuring, estimating, experimenting, communicating and discussing. It suggests that scientific activities through fairy tales are more effective on the improvement of early children's searching competence than explanatory exhibition-centered scientific activities. That is, children have chance to experience a lot of process of thinking through fairy tales and observe the things and events in daily lives with interest that might easily pass by, looking at the pictures in the books. Also, they might predict the development of the story, seeing the title or cover picture of the books and make plans for scientific activities regarding the fairy tales, do actions, compare, organize the story in regular order, apply and adapt the information of the books. Through fairy tales, children change curiosity into the spirit of inquiry, develop interest, foster the power of observation and can have a mind to investigate, search and solve the problem. Therefore, it is known that scientific activities through fairy tales are effective on the improvement of early children's searching competence. Accordingly, it is thought that further study should be proceeded on analysis and research on a lot of fairy tales to give the basis of integrated approach to the science education for early children, and various programs having a positive effect on the improvement of early children's searching competence.

목차 (Table of Contents)

• Ⅰ. 서 론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구 문제 및 가설 = 5
• 3. 용어의 정의 = 7
• Ⅱ. 이론적 배경 = 9
• 1. 동화를 통한 과학 활동 = 9
• 2. 과학적 태도 = 20
• 3. 탐구능력 = 26
• 4. 동화를 통한 과학 활동과 과학적 태도 및 탐구능력과의 관계 = 32
• Ⅲ. 연구방법 = 35
• 1. 연구대상 = 35
• 2. 검사도구 = 35
• 3. 실험설계 = 39
• 4. 연구절차 = 39
• 5. 자료처리 = 58
• Ⅳ. 결과 및 해석 = 59
• 1. 가설 1의 검증 = 59
• 2. 가설 2의 검증 = 72
• Ⅴ. 논 의 = 83
• Ⅵ. 결론 및 제언 = 87
• 1. 요 약 = 87
• 2. 결론 및 제언 = 89
• 참고문헌 = 92
• 영문초록 = 101
• 부 록 = 105
• 부록 1. 과학적 태도 및 탐구능력 사전검사 = 106
• 부록 2. 과학적 태도 및 탐구능력 사후검사 = 108
• 부록 3. 유아용 과학적 태도 평가 <행동목록표> = 110
• 부록 4. 유아용 탐구능력 평가 <행동목록표> = 113
• 부록 5. 동화를 통한 과학 활동 일일프로그램 = 116
• 부록 6. 설명식 시범 위주의 과학 활동 일일프로그램 = 128