문학적 접근에 의한 과학활동이 유아의 과학적 탐구능력 및 태도에 미치는 영향

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine the effects of a literature- based science program on children's science inquiry ability and attitude. Two research questions were made from the review of the literature, as follows;
1. Is there any difference in science inquiry ability
1-1. between children in a literary approach and a transmission approach group?
1-2. between four- and five-year-old children?
2. Is there any difference in science attitude
2-1. between children in a literary approach and a transmission approach group?
2-2. between four and five-year-old children?
To answer the questions, sixty children(30 of four-year-old, 30 of five-year-old) attending a preschool in Busan were participated in this study. The participation were randomly assigned to either a literary approach or a transmission approach group. Children in the literary approach group took part in ten 40~45 minute sessions of literature- based science program, whereas their counterparts in the same sessions of a science program using exposition strategy, constructed by the researcher respectively. After the sessions of each program, all children were tested on the science processing skill test and the science attitude test. The data were analyzed in 2(program) × 2(age) ANOVAs using SPSS/PC+.
The results of this study can be summarized as follows.
First, the children taken the literature-based science program had higher achievement than their counterparts on science inquiry ability and attitude. From the results, it was suggested to apply the teaching method actively, that is, the literary approach to science education for young children in the field.
Second, we could observe that four-year-old children had more positive effect than the five-year-old on the inquiry ability and the attitude. This result indicated that even younger children than five years could develop science inquiry ability and attitude through appropriate educational intervention.

목차 (Table of Contents)

• 목차
• I. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구문제 = 3
• 3. 용어의 정의 = 4
• II. 이론적 배경 = 5
• 1. 문학과 유아 과학교육 = 5
• 2. 문학과 과학적 탐구능력 = 11
• 3. 문학과 과학적 태도 = 15
• III. 연구방법 = 21
• 1. 연구대상 = 21
• 2. 실험설계 = 22
• 3. 측정도구 = 23
• 4. 실험처치 프로그램 = 25
• 5. 연구절차 및 자료처리 = 28
• IV. 연구결과 = 33
• 1. 프로그램 유형 따른 유아의 과학적 탐구능력 = 33
• 2. 프로그램 유형 따른 유아의 과학적 태도 = 36
• V. 논의 및 결론 = 41
• * 참고문헌 = 46
• * Abstract = 50
• * 부록 = 52