유치원 과학교육의 학습 평가 준거

다국어 초록 (Multilingual Abstract)

Since 1980 a variety of science activities are adopted in kindergarten education without verifying their effectiveness. Although teachers working for kindergarten children want to assess children's science learning, there are neither tools nor materials for such purpose. So it is necessary to develop tools for evaluating science learning. The purpose of this study is to develop the criteria far science learning evaluation in kindergarten education.
To Thieve above mentioned purpose, this study, first, have analyzed the nature and goals of general science ed~adon as well as science curriculum for kindergarten education that could be the basis far developing criteria to evaluate preschool science learning. Next, this study have reviewed previous research on science evaluation and domains for learning outcomes in order to identify domains of science evaluation. Finally, evaluation criteria has developed for each domain.
The conclusion derived from the discussion of this study are as follows :
1. A goal of kindergarten science education is to help children attain various scientific methods and tire structure of science concept through experience. And science education is purposed to develop children's curiosity and intrest in the world, and seek to help young children develop intellectually, emotionally, and physically.
2. The domains of science evaluation include three parts : scientific contents, scientific processes, and affectiveness.
3. The evalation of scientific contents should be done on three different learning outcomes, which are facts, concepts, and generalizations. Facts could be classified into knowledge level, concepts as knowledge and comprehension level, and generalization as knowledge, comprehension, and application level, Two measuring types of content learning outcomes are recall and recognition.
4. Observation and inference processes are the two most fundamdntal elements for evaluating scientific processes. Evaluation items can be written to require either recognition or production of observation content of valid inferences.
5. Affective aspect of science activities consists of attitude toward and interest in science. Attitude toward science includes curiosity, active participation, prepration, and endurance.