경제 개념별 교육내용에 대한 유아 교사의 인식 연구 = A Study on the Perception of Early Childhood Teachers in Regard to Education Contents According to Economic Concepts|RISS 상세보기

다국어 초록 (Multilingual Abstract)

This study puts the purpose in providing basic data for the effect of economic education by examining teachers' perception on the suitability degree and implementation of education contents according to economic concepts.
Research questions in accordance with research purposes are as follows:
1. How is the perception of teachers regarding suitability degree of education contents according to economic concepts?
2. How is the perception of teachers regarding the implementation of education contents according to economic concepts?
Research subjects were 550 teachers of the early child education institutions located in cities, towns, and villages of 5 regions including metropolitan areas (Gangwon-do, Gyeonggi-do, Gyeongsang-do, Jeolla-do, and Chungcheong-do) across the country. 429 questionnaire papers among 550 distributed copies were collected. Total 378 copies were used for the actual analysis with the exception of invalid papers which were insincere responses.
As to research tools for investigating teachers' perception on the suitability degree and implementation of education contents according to economic concepts, education contents of economic concepts were extracted from literature reviews and preceding studies, and modified or supplemented under the advisory opinions of 1 professor in the department of early child education and 3 researchers of early child education. Likewise, final education contents according to economic contents were selected. Contents of questionnaire papers, completed by final modification and supplementation through the preliminary studies of 10 teachers of the early child education institutions, were classified into total 68 questions; 9 questions about the general background of teachers, and 59 questions involving education contents according to economic concepts and implementation.
In regard to the data processing, frequency analysis that calculates frequency and percentage including general background of teachers was conducted. These data were dealt with by using SPSS 14.0 statistics program.
Results of this research are as follows:
1. Suitability Degree of Education Contents According to Economic Concepts
First, education contents of economic concepts, in which perception rate that education contents are suitable as a whole is high, were involving the concept of rarity and consumption. While, education contents of economic concepts, in which there is no difference in the perception rate of being suitable or average, were represented as concepts of opportunity cost, production, and currency.
In terms of education contents of rarity concept, the contents in relation to limited resources, the preciousness of resources and savings, the difference in what you desire and what you need, and the necessity of recycling appeared to be suitable. In addition, in terms of the education contents of opportunity cost, the contents in relation to what you should give up, and what you know about being required appeared to be suitable for selection. In regard to the education contents of production, contents, in relation to occupation, work, savings, and cooperation, appeared to be suitable. Meanwhile, in terms of the education contents of consumption, contents in relation to the definition of consumption, the difference in reusable articles and disposable articles, the sparing use of articles, the donation of the unused articles, purchasing process of products, and rational consumption appeared to be suitable. In regard to the education contents of exchange and currency, the contents in relation to exchange and barter, the kinds and value of currency, the preciousness of currency, exchange of currency with goods and services, symbols (currency) for the fair exchange appeared to be suitable.
Second, the education contents of economic concepts, in which perception rate that education contents are suitable as a whole is high, are involving the concept of income distribution, while education contents of economic concepts, in which the perception rate of being average is high, are involving the market and competition. Education contents according to economic concepts, in which there is no difference in the perception rate of being suitable or average, were represented as concepts of the market and price.
In terms of education contents of the market and price, contents in relation to the definition of the market, and the purchaser and seller appeared to be suitable. Meanwhile, there were no education contents that highly perceive that the education contents of the market and competition are suitable. In regard to the education contents of income distribution, it appeared that the contents in relation to human resources, the rewards of labor, and the recognition of productive work are suitable.
Third, in terms of the suitability level of trade education contents, the rate of perceiving as being average as a whole was high, while there were no education contents perceiving that the suitability of education contents is high.
2. Implementation of Education Contents According to Economic Concepts
First, as to the entire implementation, rate of performing rarity, opportunity cost, production, exchange, and education contents of currency appeared to be high as a whole.
In regard to the education contents of rarity concept, it appeared that performing rate of contents in relation to limited resources, the preciousness of resources and savings, the difference in what you desire and what you need, and the necessity of recycling is high. In addition, in regard to the opportunity cost, it appeared that the performing rate of the contents in relation to what you should give up, and what you should know about being required appeared to be suitable for the selection.
The content of education of production appeared that performance rate of the contents, in relation to the process of production, occupation and work, savings, and cooperation, was high. Education contents of consumption demonstrated that performing rate of the contents, in relation to the definition of consumption, difference in reusable articles and disposable articles, the sparing use of articles, the donation of unused articles, purchasing process of articles, and rational consumption, is high. Education contents of the exchange and currency showed that the performance rate of contents in relation to exchange and barter, the kinds and value of currency, the preciousness of currency, exchange of currency with goods and services, the contents related to symbols (currency) for the fair exchange is high.
Second, in terms of implementation, the difference of education contents of the market and price was not large in 'Carrying out' and 'Not carrying out.' Meanwhile, in terms of education contents of market, competition, and income distribution, the perception rate of 'Not carrying out' appeared to be high.
In terms of education contents of the market and price, the performance rate of contents in relation to the definition of the market, and purchaser and seller, and the owner of articles appeared to be high. In terms of education contents of the market and competition, performance rate of contents in relation to the necessity of advertisement appeared to be high. In regard to the education contents of income distribution, performance rate in relation to human resources and rewards of labour appeared to be high.
Third, in regard to the implementation of trade education contents, it appeared that the perception rate of 'Not carrying out' is high as a whole. Education contents, in which the rate of 'carrying out' is high, were not shown.

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국문 초록 (Abstract)

본 연구는 경제 개념별 교육내용에 대한 적합성 정도와 실시 여부에 관한 교사의 인식을 알아봄으로써 효과적인 경제 교육을 위한 기초자료를 제공하는데 목적이 있다.
연구 목적에 따른 연구 문제는 다음과 같다.
1. 경제 개념별 교육내용의 적합성 정도에 관한 교사의 인식 은 어떠한가?
2. 경제 개념별 교육내용의 실시 여부에 관한 교사의 인식은 어떠한가?
연구 대상은 광역시를 포함한 전국 5개 지역(강원도, 경기도, 경상도, 전라도, 충청도)의 도시 및 읍면에 소재한 유아교육기관 교사 550명이다. 배부한 550부의 설문지 중 회수된 설문지는 모두 429부였으며, 이 중에서 불성실한 응답을 한 무효 자료를 제외하고 실제 분석에서 사용된 자료는 총 378부이다.
연구 도구는 연구자가 재구성한 설문지로 교사의 일반적인 배경 9문항, 개념별 교육내용 59문항의 적합성 정도와 실시 여부로 총 68문항으로 구성되어 있다.
자료 처리는 연구 문제에 따라 교사의 일반적 배경을 포함하여 빈도와 백분율을 구하는 빈도분석을 실시하였다. 이러한 자료들은 SPSS 14.0 통계 프로그램을 이용하여 처리하였다.
본 연구의 결과는 다음과 같다.
1. 경제 개념별 교육내용 적합성 정도
첫째, 적합성 정도에 대해 전체적으로 적합한 것으로 인식한 비율이 높은 경제 개념별 교육내용은 희소성, 소비의 개념이며, 적합하다와 보통이다의 인식 비율의 차이가 없는 경제 개념별 교육내용은 기회비용, 생산, 교환과 화폐의 개념으로 나타났다.
둘째, 적합성 정도에 대해 전체적으로 적합한 것으로 인식한 비율이 높은 경제 개념별 교육내용은 소득분배의 개념이며, 보통으로 인식한 비율이 높은 경제 개념별 교육내용은 시장과 경쟁이다. 적합하다와 보통이다의 인식 비율의 차이가 없는 경제 개념별 교육내용은 시장과 가격의 개념으로 나타났다.
셋째, 무역의 교육내용은 적합성 정도에 대해 전체적으로 보통으로 인식한 비율이 높았으며, 적합한 것으로 인식한 비율이 높은 교육내용이 없었다.
2. 경제 개념별 교육내용 실시 여부
첫째, 전체 실시 여부에 있어 희소성, 기회비용, 생산, 소비, 교환과 화폐의 교육내용들은 전체적으로 실시하고 있는 비율이 높게 나타났다.
둘째, 실시 여부에 있어 시장과 가격의 교육내용은 ‘실시하고 있다’와 ‘실시하지 못하고 있다’의 차이가 크게 나타나지 않았으며 시장과 경쟁, 소득분배의 교육내용은 ‘실시하지 못하고 있다’의 인식 비율이 높은 것으로 나타났다.
셋째, 실시 여부에 있어 무역의 교육내용은 전반적으로 ‘실시하지 못하고 있다’의 인식 비율이 높은 것으로 나타났다. 무역의 교육내용과 관련된 내용들 중에는 실시하는 비율 높은 교육내용은 나타나지 않았다.

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본 연구는 경제 개념별 교육내용에 대한 적합성 정도와 실시 여부에 관한 교사의 인식을 알아봄으로써 효과적인 경제 교육을 위한 기초자료를 제공하는데 목적이 있다. 연구 목적에 따른 ...