초등학생 진로교육 프로그램 : 활동중심과 수업중심 효과 비교 = Career Education Program of Elementary School Students : In Comparison Effects of Activity-Based Group with Lecture-Based Group

다국어 초록 (Multilingual Abstract)

This study was conducted to examine the effects career education program of elementary school students on career maturity of elementary school students. The purpose of this study was also to compare the effects of Activity-Based Career Education Program and those of Lecture-Based Career Education Program on career maturity of elementary school students.

The hypothesis used for this study is as follows:
1. The Activity-Based Career Education Program and Lecture-Based Career Education Program will improve career maturity of elementary school students.
2. The Activity-Based Career Education Program and Lecture-Based Career Education Program will improve the subordinate areas(career-orientation, understanding of career, self-understanding, sex stereotype in career, autonomy and self-esteem) of career maturity of elementary school students.
3. There is a difference in career maturity improvement of elementary school students between Activity-Based Career Education Program and Lecture-Based Career Education Program.
4. There is a difference in subordinate areas(career-orientation, understanding of career, self-understanding, sex stereotype in career, autonomy and self-esteem) of career maturity improvement of elementary school students between Activity-Based Career Education Program and Lecture-Based Career Education Program.

In order to verity this hypothesis, fifth-grade students in three classrooms at K elementary school in Daegu participated in this study. Twenty-six students from Classroom 1 was assigned to the activity based career education program, twenty-six students from Classroom 2 was assigned to the lecture based career education program, and twenty-six students from Classroom 3 was assigned to the no-treatment control group. The career education program(activity based, lecture based) was carried out on 1 and 2 group twice a week for sessions and each session required 40 minutes. Before the career education programs began, the Career Development Test was administered to all of the participants. Also after the career education programs ended, the same test was re-administered. For data analysis, the analyses of covariance (ANCOVA) and planned comparisons were conducted. The SPSS for windows 18.0 was used for the statistical analysis and the statistical significance level for the hypothetical verification was set at .05.

The results were as follows:
First, the Activity-Based Career Education Program and Lecture-Based Career Education Program served to improve career maturity of elementary school students. Second, the Activity-Based Career Education Program and Lecture-Based Career Education Program served to improve the subordinate areas(career-orientation, understanding of career, self-understanding, sex stereotype in career, autonomy and self-esteem) of career maturity of elementary school students.
Third, the Activity-Based Career Education Program was found to be more effective in improving the subordinate areas(career-orientation, understanding of career, sex stereotype in career) of career maturity of elementary school students than the Lecture-Based Career Education Program.
Considering these results, it can be said that The Activity-Based Career Education Program and Lecture-Based Career Education Program have an effect on improving the whole career maturity and four subordinate areas of career maturity of elementary school students. Also it can be said that the Activity-Based Career Education Program has more effect on improving three subordinate areas of career maturity of elementary school students than the Lecture-Based Career Education Program.

목차 (Table of Contents)

• I. 서론 = 1
• 1. 연구문제의 진술 = 1
• 2. 연구의 중요성 = 5
• 3. 용어의 정의 = 6
• 4. 연구의 제한점 = 7
• 5. 연구의 가정 = 8
• Ⅱ. 이론적 배경 및 선행연구 고찰 = 9
• 1. 진로성숙 = 9
• 2. 활동중심 진로교육 프로그램 = 18
• 3. 활동중심 진로교육 프로그램의 효과 = 33
• 4. 연구의 가설 = 35
• Ⅲ. 연구 방법 = 36
• 1. 연구 대상 = 36
• 2. 연구 도구 = 37
• 3. 연구 절차 = 43
• 4. 자료 처리 = 45
• Ⅳ. 연구 결과 = 46
• 1. 진로성숙도 점수의 평균과 표준편차 = 46
• 2. 진로성숙도 점수 분석 결과 = 47
• Ⅴ. 논의 = 54
• Ⅵ. 결론 및 제언 = 61
• 1. 결론 = 61
• 2. 제언 = 61
• 참고문헌 = 63
• 영문초록 = 67
• 부록 1. 활동중심 진로교육 프로그램 = 69