수 , 과학 통합 활동이 유아의 수학과 과학 탐구 능력에 미치는 영향 = The effect of integrated kindergarten mathematics and science activities on children`s inquiry development in mathematics and science

다국어 초록 (Multilingual Abstract)

The purpose of this study is to find out how integrated kindergarten mathematics and science activities have an effect on children`s inquiry development in mathematics and science. The subjects in this study were 32 kindergarteners and their class teacher. Integrated kindergarten mathematics and science activities were applied to the experimental group. And divided mathematics activities and science activities were applied to the comparative group. The integrated kindergarten mathematics and science activities that were applied to the experimental group consisted of 12 activities. They were rnathematics(classification, measurement, number concept) and science content(energy, body, physical change). These activities were accomplished during 4 weeks, 3 times a week, 40-50 minutes a day and video taped for activity time. Data were analyzed with mean, standard deviation, and ANCOVA-test on the pre- and post-score by the Piagetian test and the scientific problem-solving ability test in order to find out significant differences of young children`s mathematical achievements and scientific problem-solving ability between the two groups. The results in this study were as follows. First, in the results of the experimental study, there were significant differences of young children`s mathematical achievements. The experimental group showed significantly higher scores than the comparative group. Also, in the sub-factors of the mathematical achievements, the experimental group showed significant differences in classification, serial and number concept. Besides, the experimental group showed significantly higher scores than the comparative group in scientific problem-solving ability. Secondly, in results of analysis on the teaching and learning process, mathematics and science had an interrelationship. Mathematical concepts and skills were integrated in the scientific process and scientific problems were integrated in application of mathematical concepts. In teaching-learning strategies, the teacher`s question were different according to children`s abilities and prior learning. Also, the teacher made use of manipulative materials for integrating mathematics and science.