구성주의 유아과학프로그램이 창의성 및 문제해결력에 미치는 효과 = (The) Effect of Constructivism Preschooler's science program on Creativity and Problem solving

다국어 초록 (Multilingual Abstract)

The purpose of this study is to investigate the effect of constructivism preschooler's science program on creativity and problem solving.
The experimental group of this study composed of twenty preschoolers who attended at the class of creativity and the control group consisted of nineteen preschoolers of a nursery school in Jeon-Ju.
After performing a pre-tests in two groups, the constructivism preschooler's science program of a total of 13 sessions were executed for the experimental group and the preschooler's science program operated in normal preschooler's education centers were executed for the control group. And then the post-test was executed.
TTCT(Torrance Tests of Creative Thinking) and Problem Solving Test were used as main instruments of this study.
Paired t-test was executed to search the differences between pre-test and post-test and Independent t-test was operated to search those between groups with a program of SPSS 10.0 used for a analysis of material.
The results of this study were as follows :
First, Preschoolers who experienced the constructivism preschooler's science program were improved in Creativity(Fluency, Originality, Elaboration and Resistance to Premature Closure) more than that of them who didn't experience.
Second, Preschoolers who experienced the constructivism preschooler's science program were improved in Scientific problem solving ability(Proposal and Application of the idea and Making a conclusion for problem solving) more than that of them who didn't experience.
Third, Preschoolers who experienced the constructivism preschooler's science program were improved in creativity and Scientific problem solving ability without the difference for sex.
Conclusively, The study showed that the constructivism preschooler's science program was effective for advancing in preschoolers' creativity and problem solving ability but there were no significant differences for an increase of creativity for sex.

목차 (Table of Contents)

• 목차 = ⅰ
• ABSTRACT = ⅵ
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구문제 = 5
• Ⅱ. 이론적 배경 = 6
• 1. 유아과학교육 = 6
• 2. 구성주의 유아과학교육 = 8
• 1) 구성주의 이론의 철학적 관점 = 8
• 2) 구성주의 유아과학활동의 이론적 근거 = 11
• 3) 구성주의 관점의 교사 역할 = 15
• 3. 구성주의 과학교육과 유아발달 = 17
• 1) 창의성 = 20
• 2) 문제해결력 = 22
• Ⅲ. 연구방법 = 25
• 1. 연구대상 = 25
• 2. 연구도구 = 26
• 3. 실험설계 = 29
• 4. 프로그램 구성 = 29
• 5. 연구절차 = 34
• 6. 자료분석 = 36
• Ⅳ. 결과 및 해석 = 37
• 1. 구성주의 유아과학프로그램의 창의성 증진효과 = 37
• 2. 구성주의 유아과학프로그램의 과학적 문제해결력 증진효과 = 44
• 3. 유아의 성별에 따른 구성주의 유아과학프로그램의 창의성 및 문제해결력 증진 효과의 차이 = 49
• Ⅴ. 결론 = 52
• 1. 결과 및 논의 = 52
• 2. 제언 = 58
• 참고문헌 = 61
• 부록 = 68