놀이를 통한 과학교육 활동이 유아의 과학적 태도 및 과학적 문제해결력에 미치는 영향 = (The) effect of scientific educational activities through play on children's scientific attitude and problem-solving ability

다국어 초록 (Multilingual Abstract)

The purpose of this study is to was find out the effects of scientific educational activities through Play on children's scientific attitude and problem-solving ability. In order to achieve the objective, the following research problems were made.
1. Is there difference between scientific attitude of test group that had scientific educational activities through play and scientific attitude of comparison group that had traditional scientific activities?
2. Is there difference between scientific problem-solving ability of test group that had scientific educational activities through play and scientific problem-solving ability of comparison group that had traditional scientific activities?
3. Does any experience on the scientific educational activities through play shows any differences in children's scientific attitude and problem-solving ability as per levels, i. e. upper / lower groups?
4. Does any experience on the scientific educational activities through play shows any differences in children's scientific attitude and problem-solving ability as per sex?
The study was done on 70 5-year-old children of 2 classes in N Kindergarten that is located in Goyang-si, Gyeonggi-do. The test group had scientific educational activities through play and the control group had traditional scientific educational activities twice a week for 8 weeks from May 25 to July 15, 2004.
In order to find out the effects of scientific educational activities through play on the children's scientific attitude and problem-solving ability, the study used the scientific attitude test developed by Gyung-Suk Ahn(2003) and problem-solving ability test developed by Tegan, Sawyer and Moran(1989). As for the data processing of the study, a t-test was done on the increased average scores of both groups after getting the difference between scores of pre-test and post-test.
The changed average values were shown in graph and the data was processed using SPSS/WIN 10.0 Program. The level of significance was set to α=.05.
The followings show the summarized results of the study.
First, the test group that experienced the scientific educational activities through play showed significant improvement in their scientific attitudes as well as in curiosity, positivity, persistence, tenacity and cooperating ability that are the sub-elements compared to the control group.
Second, the test group that had the scientific educational activities through play showed improvement in their scientific problem-solving ability compared to the control group. They could react in the problems, related to science, and solve problems in scientific way better than the control group.
Third, as for the difference In the levels of the test group that had the scientific educational activities through play, the low-level children showed higher increase in scientific attitude and problem-solving ability than the high-level children. Especially for the tenacity, the scientific educational activities through play had bigger effects on the low-level children.
Fourth, there was no difference in scientific attitude and problem-solving ability by gender within the test group that experienced the scientific educational activities through play. This shows that the activities have positive effects on both genders. However, the activities seemed to be more effective for the curiosity of female children than the one of male children and they were more effective for the criticism of male children than the one of female children.
The study results show that the scientific educational activities through play are effective teaching-teaming methods that improve the children's scientific attitude and problem-solving ability.

목차 (Table of Contents)

• 목차 = ⅰ
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 = 4
• 3. 연구 문제 = 5
• 4. 용어의 정의 = 5
• Ⅱ. 이론적 배경 = 8
• 1. 놀이를 통한 과학교육활동 = 8
• 2. 과학적 태도 = 22
• 3. 과학적 문제해결력 = 26
• 4. 놀이를 통한 과학교육 활동이 유아의 과학적 태도 및 과학적 문제해결력에 미치는 영향 = 28
• 5. 선행연구 고찰 = 31
• Ⅲ. 연구의 방법 = 35
• 1. 연구의 대상 = 35
• 2. 연구의 설계 = 35
• 3. 연구의 도구 = 36
• 4. 연구의 절차 = 39
• 5. 자료의 분석 = 50
• Ⅳ. 연구 결과 및 해석 = 51
• 1. 놀이를 통한 과학교육 활동이 유아의 과학적 태도에 미치는 영항 = 51
• 2. 놀이를 통한 과학교육 활동이 유아의 과학적 문제해결력에 미치는 영향 = 55
• 3. 놀이를 통한 과학교육활동 경험이 유아의 수준(상ㆍ하위집단)에 미치는 영향 = 61
• 4. 유아의 성별에 따른 놀이를 통한 과학교육활동의 경험수준 = 68
• Ⅴ. 논의 = 74
• Ⅵ. 요약 및 결론 = 78
• 1. 요약 = 78
• 2. 결론 및 제언 = 82
• 참고문헌 = 84
• ABSTRACT = 92
• 부록 = 96
• 1. 유아의 과학적 태도 행동목록표 = 96
• 2. 과학적 태도 관찰 평가지 = 97
• 3. 과학적 문제해결력 관찰 평가지 = 98