유아교사의 과학지식수준이 과학 활동에서 교사-유아의 언어적 상호작용 유형에 미치는 영향

다국어 초록 (Multilingual Abstract)

The purpose of this study is to find out the effect of science content knowledge of Korean early childhood teachers on teacher-child verbal interaction at the science activity. A total of 320 early childhood teachers responded to a test questionnaire that examined then scaled their science content knowledge. Among this initial sample, twelve teachers who are assessed as the top of 5% and the low of 5% in the range of science content knowledge were selected as the final sample of this study. The Research tool for teachers' science content knowledge is "Science Content Knowledge applied by Kim (2001)'. The teacher-child verbal interactions at science activities were analyzed with respect to Tsung-Hui Tu (2001)'s Coding manual Form. For the measurement of the analysis and results, ANOVA and Multiple Regression and T-test were used.
The results of the study are as follows:
First, the level of science content knowledge of early childhood teachers were differed by the areas of science. The teachers have more knowledge about Earth Science, Physics and Life Science in order. In other words, the teachers had difficulty in understanding Life Science such as body, plant and water.
Second, according to the teachers' background such as level of education, teaching experience, children's age in the class, there are significant differences in science content knowledge of teachers.
Third, there are significant differences teacher-child verbal interactions at the science activities. In the type of verbal interaction, the teachers who have the high scores on science content knowledge showed more verbal interaction for giving information, accepting opinion, responding than low scores on the science content knowledge. On the other hand, the teachers who have the low scores on science content knowledge more used the verbal interaction for praise. In the type of questioning, although the lower group in science contents knowledge more used the close-ended questions and questions for giving attention, the differences were not significant. On the other hand, the upper group in the science contents knowledge more used questions for comparing, suggestion, inferring, and measuring. In science activity, there were no significant differences in formal science activity such as teaching plan and informal science activity such as the usage of scientific terms in free play between two groups.
Based on the results, educational implication and suggestion for future studies were discussed.

목차 (Table of Contents)

• 목차
• Ⅰ. 서론 = 1
• 1. 연구의 목적 및 필요성 = 1
• 2. 연구문제 = 6
• 3. 용어정의 = 7
• 4. 연구의 제한점 = 9
• Ⅱ. 이론적 배경 = 10
• 1. 유아과학교육의 동향 = 10
• 1) 유아과학교육의 필요성 = 10
• 2) 유아 과학교육에서의 교사의 역할 = 11
• 2. 유아교사의 과학적 지식 = 13
• 3. 교사-유아의 상호작용 = 17
• 1) 교사-유아의 언어적 상호작용(Teacher Verbal interaction) = 17
• 2) 과학 활동에서의 교사의 언어유형 = 18
• 3) 과학 활동에서의 교사의 질문유형(Questioning) = 21
• 4) 과학과 관련된 활동(Science-related activities) = 23
• Ⅲ. 연구방법 = 25
• 1. 연구대상 = 25
• 2. 연구도구 = 26
• 3. 연구절차 = 30
• 4. 자료처리 및 분석 = 31
• Ⅳ. 연구결과 및 해석 = 33
• Ⅴ. 논의 및 결론 = 43
• 참고문헌 = 50
• 영문초록 = 59
• 부록 = 61