문학을 중심으로 한 통합적 과학교수법이 유아의 호기심 및 과학적 과정에 미치는 영향

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the difference of the effect of the integrated scientific methods and traditional scientific methods on young children’s curiosity and the scientific process activities.
The subject for this study is as follows.
First, will the young children who experienced the integrated scientific methods centering on literature have effect on curiosity much greater than the young children who experienced the traditional scientific methods?
Second, will the young children who experienced the integrated scientific methods centering on literature have effect on the scientific process activities much greater than the young children who experienced the traditional scientific methods?
The subject were 30 of J kindergarten, and 30 of S kindergarten sampled from 60 who are 5 years old children and belongs to kindergarten in J city. And each group consisted of 15 boys and 15 girls. This study progress was proceeded in the way of applying a program after a preliminary inspection, and in the way of analyzing the results after post inspection. The study period was from May 14th in 2001 to July 21st in 2001. I chose the tool for testing curiosity which was made by Lee Suk Soon(1986) as the test tool for surveying the 6-year-old children's curiosity. And for scientific process activities, this case centered on the range of the scientific process activities which was presented by Lee Jung Hwan(1995). In the experimental group the integrated scientific method centering on literature was applied while a traditional scientific method was applied in the control group. The data collected in this study was analyzed in the level of α =.05 using 2 way ANCOVA .
The results from this above study were as follows;
First, the young children who experienced the integrated scientific methods centering on literature made a better score in the curiosity field than the young children who experienced the traditional scientific methods.
Second, the young children who experienced the integrated scientific methods centering on literature showed more meaningful difference in the scientific process activities from the young children who experienced the traditional scientific methods.
For the following study, the suggestions of this study are as followings:
First, until now, the method of the formal quantitative evaluation and the analysis to the long - term effects of the integrated activities based on literary works on the scientific process which attaches importance on process has been used. Therefore, the following study will be carried out as followings : through the qualitative approach of considering the variable effects and collecting the corroborative facts which is needed in the field which the scientific process is made, we need to evaluate the literary works informally and bring in the systematic and scientific study in the same logical coherence with the evaluation on the curriculum, the study, the children's growth, and their behaviors.
Second, in this study the scientific teaching method and practiced the scientific process activities based on the integrated scientific teaching method centering on literary works have been confined, however, it will need to he introduced on the whole and verify the effects.

목차 (Table of Contents)

• 목차
• I. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구문제와 가설 = 5
• 3. 용어의 정의 = 6
• II. 이론적 배경 = 8
• 1. 유아와 과학교육 = 8
• 2. 문학과 유아 과학교육 = 8
• 3. 문학을 중심으로 한 통합적 유아 과학교육의 계획 = 11
• 4. 선행연구 고찰 = 15
• III. 연구 방법 = 24
• 1. 연구 대상 = 24
• 2. 연구 도구 = 25
• 3. 연구 절차 = 29
• 4. 자료 처리 = 33
• IV. 연구 결과 = 34
• 1. 연구 대상의 일반적 특성 = 34
• 2. 문학을 중심으로 한 통합적 과학교육이 유아의 호기심에 미치는 효과 = 34
• 3. 문학을 중심으로 한 통합적 과학교육이 유아의 과학적 과정에 미치는 효과 = 42
• V. 논의 = 51
• 1. 요약 = 51
• 2. 논의 = 52
• VI. 결론 및 제언 = 55
• 1. 결론 = 55
• 2. 제언 = 56
• 참고문헌 = 57
• 영문초록 = 64
• <부록 1> 과학과정 활동 관찰 기록표 = 66
• <부록 2> 과학과정의 범주 = 67
• <부록 3> 복잡성선호검사 그림카드 = 68