유아교사의 STS 인식수준에 따른 과학교수 효능감, 교수실제 및 유아 과학 관련 태도 = Science Teaching Efficacy Beliefs and Teaching Practices according to STS Perception Levels of Kindergarten Teachers

다국어 초록 (Multilingual Abstract)

The purpose of this study is to investigate kindergarten teachers' STS (Science -Technology-Society) perception and to examine the effects of teachers' STS perception levels on science teaching efficacy, teaching practices, and children's attitude toward science.
This study was performed in the following steps.
First, 296 kindergarten teachers in Daegu, Kyung buk province, Busan were selected, and their perceptions about STS were analyzed.
Second, two kindergarten teachers from each high and low STS perception levels were chosen. These teachers' ways of teaching practices were analyzed; how they set the objective for STS, select the types of STS activities, have verbal interactions and view the nature of science were analyzed.
Lastly, how the teachers' STS perception level affects on children's attitude toward science were examined.
The data were analyzed with ANOVA, t-test, Pearson's product-moment correlation analysis, and Content analysis.
The major findings of this study were as follows:
First, there were significant differences in teachers' STS perception in terms of their educational background, types of kindergarten program, and science classes that they took in teacher education.
Second, teachers' STS perception had a positive relationship with science teaching efficacy beliefs, including science teaching outcome expectancy and personal science teaching self-efficacy.
Third, there were significant differences between high and low STS perception levels of teachers. The differences were existed in the way of setting the objective for STS, selecting the types of STS activities, having verbal interactions, and viewing the nature of science.
Forth, the level of teachers' STS perception resulted in significant differences in children's attitudes toward science.
In conclusion, teachers' STS perception had a positive relationship with teaching efficacy beliefs, and affected science teaching practices, views of the nature of science and children's attitude toward science. These results have important implications for the necessity and means of effective STS education for kindergarten teachers.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 7
• 3. 용어의 정의 7
• Ⅱ. 이론적 배경 9
• 1. STS 교육과 유아 과학교육 9
• 2. 유아 과학수업의 이론적 모형과 실제 34
• 3. 과학교수 효능감 44
• 4. 과학관련 태도 48
• Ⅲ. 연구방법 55
• 1. 연구대상 55
• 2. 연구도구 57
• 3. 연구절차 65
• 4. 자료 처리 및 분석 68
• Ⅳ. 연구결과 70
• 1. 유아교사의 일반적 특성에 따른 STS 인식 70
• 2. 유아교사의 STS 인식과 과학교수 효능감의 관계 78
• 3. 유아교사의 STS 인식 수준에 따른 과학교수 실제 79
• 4. 유아교사의 STS 인식 수준에 따른 유아 과학관련 태도 125
• Ⅴ. 논의 127
• 1. 유아교사의 일반적 특성에 따른 STS 인식 127
• 2. 교사의 STS 인식과 과학교수 효능감의 관계 131
• 3. 유아교사의 STS 인식 수준에 따른 과학 교수 실제 132
• 4. 유아교사의 STS 인식 수준에 따른 유아 과학관련 태도 143
• Ⅵ. 결론 및 제언 146
• 참고문헌 151
• 영문초록 172
• 부록 174