현장적용사례 중심의 과학연수 프로그램을 통한 유아교사의 자기효능감 변화 조사

다국어 초록 (Multilingual Abstract)

The purpose of this study has been to examine how inservice program of science teaching effects the preschool teachers' self-efficacy on science teaching and what factors effect the teachers'self-efficacy, further more to find the favorable programs for the preschool teachers .
The research topics in this study are :
1. Does the inservice science teaching program enhance the preschool teachers' self-efficacy on science teaching?
2. What are the factors of inservice science teaching programs that ables the preschool teachers to develop self-efficacy on science teaching?
3. What programs do preschool teachers favor to be provided?
To answer to these topics, 'Teachers' Science Teaching
Efficacy Belief Instrument' developed by Enochs & Riggs(1990) has been utilized after being modified. The subjects for the test were the 125 preschool teachers that participated in the 'Inservice science teaching program for preschool teachers' held on June 1999 by an anonymous group. Also, Interviews were conducted from 20 teachers out of the 125 that participated.
Peer checking has been performed to validate the collected interview data.
The derived conclusions are as follows :
First, in the pre-test, the preschool teacher's mean self-efficacy value on science teaching shows 3.15(standard deviation=.31) whereas in the post-test, the mean value shows 3.39(standard deviation=.76). Between the two values, there is a statistically significant difference at the .01 level of significance. Therefore, inservice program developed a teachers' self-efficacy on science teaching.
Secondly, preschool teachers regard science teaching as a difficult task. The reason for this kind of phenomena comes from the teachers' lack of interest and experience on science, young children's short span of concentration on science topics, the complexity of managing the science area, few reference data, lack of the teacher's knowledge on science and creativity, lack of time and expense, and the high student to teacher ratio.
Thirdly, the inservice program had a positive effect on the teachers' perception on science teaching. The techers had gained new ideas on activity and activity managing skills as well as obtaining fresh ideas from other teacher's experiences.
Last but not least, the teachers expected the upcoming inservice programs to be able to provide new activities and the ways of integrating science with other content areas and to enable the teachers to actively participate in a more active manner.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 가. 연구의 필요성 및 목적 = 1
• 나. 연구 문제 = 4
• Ⅱ. 이론적 배경 = 5
• 가. 유아교사의 과학교수에 대한 자기효능감 = 5
• 1. 자기효능감 = 5
• 2. 과학교수에 대한 자기효능감 = 8
• 나. 유아교사의 과학교수에 대한 자기효능감 증진을 위한 교육방안 = 14
• 1. 교사교육을 위한 교육방안 = 14
• 2. 연수에 대한 교사들의 인식 및 요구 = 21
• Ⅲ. 연구 방법 = 23
• 가. 자기효능감 검사 = 23
• 1. 연구 대상 = 23
• 2. 연구 도구 = 26
• 3. 자료 수집 및 분석 = 27
• 나. 면담 = 28
• 1. 연구 대상 = 28
• 2. 면담 실시 과정 = 29
• 3. 자료 수집 및 분석 = 30
• 다. 연수의 내용과 방법 = 30
• Ⅳ. 결과 및 해석 = 35
• 가. 자기효능감 검사의 결과 = 35
• 1. 연수 전후 유아교사의 과학교수에 대한 자기효능감 = 35
• 나. 면담의 결과 = 37
• 1. 과학교육이 어려운 이유 = 38
• 2. 연수를 통한 자기효능감 증진의 구체적 내용 = 48
• 3. 연수에 대한 교사의 기대 = 60
• Ⅴ. 논의 및 결론 = 66
• 참고문헌 = 71
• 부록 = 78
• ABSTRACT = 87