교사-유아간 상호작용적 과학일지 쓰기의 교육적 효과

다국어 초록 (Multilingual Abstract)

This study purposes to investigate the educational effects of interactive science journal writing between teacher and children.
The following questions are studied:
1. What activities have been carried out for the interactive science journal writing between teacher and children?
2. What explains the educational effects of interactive science journal writing between teacher and children?
At H kindergarten located in Seoul, the experiment was carried out for 8 weeks from September 3 to Octorber 24 in 2001. Six 7-year-old children and the researcher took part in the experiment. The subject of the science journal writing was "plants growing." Activities were designed and practiced with the concepts including the kind and feature of the seeds, the planting of the seeds, the growth of the seeds, and the condition for the growth of the seeds. The teacher and children performed the interactive science journal writing for every activity. The researcher recorded the discussions and conversations on journals and observations, and took pictures of significant actions. The children's journals were collected and analyzed after the experiment ended.
The conclusions of this study are summerized as follows:
First, the interactive science journal writing between teacher and children helped the children to understand various concepts about plants. For example, they realized that seeds have various colors, sizes, and shapes.
They distinguished between what is seed and what is not seed. They understood the indispensable conditions to the growth of the seeds. For example, water, air, and sunlight are essential. They found that seeds appeared where flowers were fallen. Besides they learned and discovered that leaves emitted water vapor and respired through stomata, the water of flowerpot travelled from root to stem, and root supported the plant and absorbed water and nutritive substance.
Second, the interactive science journal writing between teacher and children improved the children's skill in scientific method. They asked questions related to what they observed and wrote in their science journals.
They reasoned out solutions of the questions, and made experiments to validate their solutions. They compared what was expected in the experiment and what actually happened.
They experienced scientific thinking and experimental measurement.
Third, the interactive science journal writing between teacher and children led children to be interested in the plants. The children raised and observed the plants from planting seeds to bearing fruits. Through this experience and science journal writing, they formed a attachment for the plants.
Fourth, the interactive science journal writing between teacher and children elevated the children's linguistic ability. Essentially science journal writing provides children with many chances to express their thoughts and experiences. The discussion on the contents of the science journal after activities encouraged learning and practice for better expressions. They came to express their feelings and thoughts using figurative and creative languages.
Fifth, the interactive science journal writing between teacher and children expanded the teachers's concepts about plants. The teacher came to recognized her insufficient understanding about plants so she tried to collect informations and comprehend them. In addition, science journal writing and discussions helped her to learn and practice the scientific thinking.
Sixth, the interactive science journal writing between teacher and children increased the teacher's interest in the plants. Together with the children, the teacher raised and observed the plants from planting seeds to bearing fruits.
This experience and science journal writing also helped her to form an attachment for the plants.
Last, the interactive science journal writing between teacher and children bettered the teacher's teaching ability. The teacher could think and understand the viewpoint of the children by joining the same activity and sharing experiences with children. She could grasp the children's interest, concept, and attitude by analyzing their science journals. This helped to make a plan for the next activity according to the children's level of understanding, therefore the efficiency of teaching was improved.

목차 (Table of Contents)

• Ⅰ. 서 론 = 1
• A. 연구의 필요성 및 목적 = 1
• B. 연구 문제 = 3
• Ⅱ. 이론적 배경 = 5
• A. 과학일지 = 5
• B. 상호작용적 과학일지 = 10
• C. 관련연구 = 15
• Ⅲ. 연구 방법 = 19
• A. 연구 대상 = 19
• B. 연구 절차 = 20
• C. 자료수집 = 23
• Ⅳ. 연구 결과 및 해석 = 25
• A. 교사-유아간 상호작용적 과학일지 쓰기의 활동과정 = 25
• B. 교사-유아간 상호작용적 과학일지 쓰기의 교육적 효과 = 57
• Ⅴ. 논의 및 결론 = 116
• A. 요 약 = 116
• B. 논의 및 결론 = 118
• C. 제 언 = 122
• 참고문헌 = 124
• Abstract = 129