정보통신기술을 활용한 통합적인 교수-학습 활동이 유아의 문제해결력에 미치는 영향 = (A) effect of integrated teaching-learning activity that uses information communication technology on children's problem-sloving ability

다국어 초록 (Multilingual Abstract)

The study developed a teaching-learning program that uses the information communication technology based on the integrated access and looked into the influences of the teaching-learning program on children's problem-solving ability when applied at school in order to achieve the study's objective, which is to plan the application of computer appropriate for the children's development.
In the recent curriculum of elementary, middle, and high schools, the education and activities of information communication technology are included in the regular curriculum. Even in the education for young children, the computer activities are increasing. Therefore, there should be a study to develop and apply an ICT teaching-learning program appropriate for children's development and that can link to other significant activities.
The integrated teaching-learning program that uses the ICT focuses on integrating the ICT with the child education and producing positive influences on the children's problem solving ability.
The followings show the questions of the study.
1. What influences does the integrated teaching-learning program that uses the ICT have on the children's problem-solving ability?
-What influences does the program have on children's discovery and declaration of problems?
-What influences does the program have on children's suggestion and application of ideas for the problems?
-What influences does the program have on children's concluding ability?
2. What influences does the integrated teaching-learning program that uses the ICT have on the children's peer dependence?
An investigation was done on 54 five-year-old children at K Kindergarten in Seoul. The children were remotely categorized into test group and control group(27 children in each group).
The study progressed in the order of preliminary investigation, development of analysis program, preliminary test, pre-analysis, experiment, and post-analysis. The ICT teaching-learning program was applied to the test group and the computer program focusing on CD titles was applied to the control group for 4 weeks.
As for the test for the problem-solving ability, the study performed pre-analysis and post-analysis. The study used the analysis tool which Kyung-Hye Jang(1995) partially modified from the test of Tegano, Sawyers, and Moran(1989). Also, an peer dependency test was done on the test group and the analysis tool which Eun-Jung Kim(1992) partially modified from the tool of Fehring(1987) and Johnson & Jonhson. In order to see the improvement of the problem-solving ability by different teaching methods, the difference in the results of pre-analysis and post-analysis for each group were verified with the t-test.
The followings show the results obtained from the study.
First, the integrated teaching-learning program that uses the ICT produced a statistically significant difference in the improvement of problem-solving abilities of the two groups. As for the subelements, there was no significant difference in the discovery and declaration of problems but the test group showed better improvement in suggestion and application of ideas to solve the problems than the control group. The test group also showed better improvement in concluding ability than the control group and the differences of the two subelements were statistically significant. This shows that the integrated teaching-learning program that uses the ICT has large influences on the children's problem solving ability, especially on suggestion and application of ideas to solve the problems, and concluding ability.
Second, the study investigated the influences of the integrated teaching-learning program that uses the ICT on the peer dependency and the result shows that the test group has a statistically significant difference from the control group. Therefore, it can be seen that the integrated teaching-learning program that uses ICT has positive influences on the children's peer dependency.

목차 (Table of Contents)

• 목차 = i
• Ⅰ. 문제 제기 = 1
• Ⅱ. 이론적 배경 = 4
• 1. 유아 교육과 컴퓨터 = 4
• 1) 유아 컴퓨터 교육 = 4
• 2. 정보 통신 기술((Information Communication Technology - ICT) 활용 교육 = 6
• 1) ICT의 개념 = 6
• 2) 정보 통신 기술(ICT) 활용교육의 필요성 = 8
• 3) 정보 통신 기술(ICT) 활용 교육의 기본 방향과 활동 유형 = 10
• (1) 활용 프로그램 위주의 정보 통신 기술(ICT) 활용 학습 활동 유형 = 10
• (2) 활동 형태에 따른 정보 통신 기술(ICT) 활용 학습 활동 유형 = 13
• 3. 유아 교육에서 통합적 접근 = 16
• 4. 문제 해결 = 17
• Ⅲ. 연구 문제 = 20
• Ⅳ. 연구방법 = 22
• 1. 연구대상 및 실험설계 = 22
• 2. 실험처치 프로그램 = 23
• 3. 연구도구 = 24
• 4. 연구 절차 = 27
• 1) 예비 연구 = 27
• 2) 사전 검사 = 29
• 3) 실험 방법 = 29
• 4) 사후 검사 = 31
• 5. 자료 분석 = 31
• Ⅵ. 연구 결과 = 32
• Ⅶ. 결론 및 논의 = 38
• 참고문헌 = 41
• 참고 인터넷 URL = 48
• 활용된 CD-ROM Title = 49
• 부록 = 50
• Abstract = 99