상호작용적 교수법에 의한 과학교육이 유아의 과학적 개념.탐구능력.태도에 미치는 효과

다국어 초록 (Multilingual Abstract)

The aim of this study is to investigate whether there is any difference in preschoolers' scientific concepts, process skills, and attitude depending on whether they follow a program of science education based on the Interactive approach or the Transmission approach.
The major research questions are as follows:
1. Will science education based on the Interactive approach improve children's scientific concepts?
2. Will science education based on the Interactive approach improve children's scientific process skills?
3. Will science education based on the Interactive approach improve children's scientific attitude?
The subjects of this experiment were 60 five-year-old children who were selected from two kindergartens in Incheon(experimental group:20, comparison group:20).
There were not statistically significant differences in scientific process skills and attitude between the experimental group and the comparison group. There were no significant difference in frequency of scientific concepts between the experimental group and the comparison group. Therefore, the two groups were identical.
The children in the two groups involved in the experiment were made to act for 13 weeks in different ways. Step 1, the children in the experimental group became involved in making pre-concept map about one theme. Step 2, they made and selected questions. Step 3, the experimental group made plans and conducted investigations. Step 4, they constructed post-concept mapping after reporting their finding and they compared this with the pre-post concept mapping.
The children in the comparison group took part in teacher-dominated science activity. The teacher decided what was to be taught and the teacher lectured and demonstrated. All activities focused on the teacher.
The result of this experimental treatment was checked by mean of a post test. To ascertain the difference of scientific concepts, process skills, and attitude and to verify the differences of data obtained from them.
The data obtained from the research was analyzed using a SPSS(p=.001) computer program. The main discoveries made in this study are as follows :
1. Science education based on the Interactive approach made a significant difference in children's scientific concepts. That is, post test frequency for scientific concepts on two theme, 「seed」and 「water」, in the experimental group were significantly different and there were improvements in the levels and the extent of scientific concepts compared with the comparison group. In particular, in the case of 「seed」, post test 2 was checked to verify the continuing effects of the experimental group.
2. Science education based on the Interactive approach made a significant difference to the rating of children's process skills. That is, the process skills post test scores of the experimental group were significantly different. Specifically, there were improvements in classifying and communicating compared with the comparison group.
3. Science education based on the Interactive approach made a significant difference to the rating of children's attitide.
These results show that science education based on the Interactive approach has a more positive effect on scientific concepts, process skills, and attitude than science education based on the Transmission approach.
Therefore, it is implied that science education based on the Interactive approach has a greater educational effectiveness than science education based on the Transmission approach.

목차 (Table of Contents)

• Ⅰ. 서 론 = 1
• A. 연구의 필요성 및 목적 = 1
• B. 용어의 정의 = 5
• C. 연구의 제한점 = 8
• Ⅱ. 이론적 배경 = 9
• A. 구성주의 = 9
• 1. 구성주의의 개념 = 9
• 2. 구성주의의 유형 = 12
• a. 인지적 구성주의 = 12
• b. 사회문화적 구성주의 = 14
• c. 통합적 구성주의 = 17
• 3. 구성주의에 기초한 과학교육 = 19
• 4. 과학교수법의 유형 = 22
• a. 전달적 교수법 = 22
• b. 발견적 교수법 = 23
• c. 과정적 교수법 = 24
• d. 상호작용적 교수법 = 25
• B. 상호작용적 교수법 = 28
• 1. 상호작용적 교수법의 개요 = 28
• a. 상호작용적 교수법의 목적 = 29
• b. 상호작용적 교수법의 특징 = 30
• c. 교사의 역할 = 32
• 2. 상호작용적 교수법의 교수단계 = 33
• a. 1단계 - 사전활동단계 = 33
• b. 2단계 - 질문단계 = 35
• c. 3단계 - 탐구.조사단계 = 37
• d. 4단계 - 사후활동단계 = 39
• C. 과학적 개념.탐구능력.태도 = 42
• 1. 과학적 개념 = 42
• a. 선-후 개념 파악을 위한 개념망 구성 = 44
• b. 상호작용적 교수법과 개념망 구성 = 47
• c. 상호작용적 교수법과 상호작용 = 49
• 2. 과학적 탐구능력 = 51
• 3. 과학적 태도 = 54
• D. 선행연구 = 59
• Ⅲ. 연구문제 및 가설 = 64
• Ⅳ. 연구방법 = 66
• A. 연구대상 = 66
• B. 실험설계 = 67
• C. 검사도구 = 68
• 1. 과학적 개념 검사 = 68
• 2. 과학적 탐구능력 검사 = 71
• 3. 과학적 태도 검사 = 73
• D. 실험절차 = 76
• 1. 예비검사 = 77
• 2. 교사훈련 = 78
• 3. 사전검사 = 79
• 4. 실험처치 = 80
• 5. 사후검사 = 100
• E. 자료처리 = 100
• Ⅴ. 결과 및 해석 = 103
• A. 상호작용적 교수법에 의한 과학교육이 유아의 과학적 개념에 미치는 효과 = 103
• 1. 「씨」의 과학적 개념 = 103
• 2. 「물」의 과학적 개념 = 117
• 3. 사전-사후 개념망 분석 = 127
• B. 상호작용적 교수법에 의한 과학교육이 유아의 과학적 탐구능력에 미치는 효과 = 131
• C. 상호작용적 교수법에 의한 과학교육이 유아의 과학적 태도에 미치는 효과 = 142
• Ⅵ. 논의 및 결론 = 148
• A. 요약 = 148
• B. 논의 = 151
• C. 결론 및 제언 = 158
• 참고문헌 = 160
• 영문초록 = 179
• 부 록 = 182

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