유아와 초등학생을 대상으로 한 프로젝트 접근법의 효과에 대한 메타 분석 = (A) Meta-Analysis on effectiveness of the preschool children and the elementary school children's project approach

다국어 초록 (Multilingual Abstract)

The purpose of this study is to synthesize quantitatively the effectiveness of project approach by meta-analysis. Basically, meta analysis is a statistical analysis of the summary findings of many empirical studies. For this study, After review of 51 studies, This study calculated the effect size of 119 from 1990 to 2002. The data were analysed using SAS 8.2. The result of the study are as follows:
First, The grand average degree of effect of the project approach effectiveness proposed in this study turned out to be 1.03. This means that if the grand average size of effects of the teaching-learning effectiveness centered unit of the controlled group is 50 percentile in the normal distribution, that of the project approach effectiveness of the experimental group becomes 85 percentile. As it were, the latter surpass the former by 35.
Second, among the preschool children and elementary school children' project approach proposed in this study, preschool children showed higher average effect size than elementary school children, its average effect size being 1.21. And elementary school children showed average effect size is .88.
Third, in the children, the variable of learning showed the highest average effect size, its average effect size being 1.87. And the variable of mathematics showed the lowest average effect size, its average effect size being .48. In the elementary school children, the variable of creativity showed the highest average effect size, its average effect size being 1.13. And the variable of science showed the lowest average effect size, its average effect size being .43.
Fourth, ① In the preschool children, the variable of 13-16 weeks showed the highest average effect size, its average effect size being 2.17. And the variable of 1-4 weeks showed the lowest average effect size, its average effect size being 1.00. In the elementary school children, the variable of 13-16 weeks showed the highest average effect size, its average effect size being 1.87. And the variable of 1-4 weeks showed the lowest average effect size, its average effect size being .53.
② In the preschool children, the variable of 1-10 subjects showed the highest average effect size, its average effect size being 3.21. And the variable of 11-20 subjects showed the lowest average effect size, its average effect size being 1.08. In the elementary school children, the variable of 11-20 subjects showed the highest average effect size, its average effect size being 1.45. And the variable of 31-40 subjects showed the lowest average effect size, its average effect size being .68.
③ In the preschool children, the variable of topics related arts showed the highest average effect size, its average effect size being 2.28. And the variable of topics related disorders showed the lowest average effect size, its average effect size being .74. In the elementary school children, the variable of topics related society showed the highest average effect size, its average effect size being 1.38. And the variable of topics related everyday life showed the lowest average effect size, its average effect size being .73.

목차 (Table of Contents)

• 목차 = i
• 표목차 = iii
• 그림목차 = v
• Ⅰ. 서론 = 1
• 1. 연구의 목적 및 필요성 = 1
• 2. 연구문제 = 7
• 3. 용어 정의 = 9
• 4. 연구의 제한점 = 11
• Ⅱ. 이론적 배경 = 12
• 1. 프로젝트 접근법 = 12
• 1) 프로젝트 접근법의 역사 = 12
• 2) 프로젝트 접근법의 목적 = 15
• 3) 프로젝트 접근법의 특성 = 16
• 4) 프로젝트 접근법의 전개 = 18
• 5) 프로젝트 접근법의 연구 동향에 대한 분석(선행연구 분석) = 23
• 2. 메타 분석 = 24
• 1) 메타 분석의 필요성 및 목적 = 24
• 2) 메타 분석의 선행 연구 = 26
• 3) 메타 분석의 절차 = 29
• 4) 효과 크기(Effect Size)의 계산 공식 = 30
• 5) 평균 효과크기 = 32
• 6) 효과크기의 해석 = 33
• Ⅲ. 연구 방법 = 35
• 1. 연구 대상 = 35
• 2. 자료 처리 및 분석 = 35
• 3. 타당도와 신뢰도 = 37
• Ⅳ. 연구결과 = 38
• 1. 연구특성별 효과크기의 수 = 38
• 2. 개별 연구물의 특징 = 39
• 3. 연구결과 및 해석 = 46
• Ⅴ. 논의 및 결론 = 64
• 1. 논의 = 64
• 2. 결론 = 71
• 참고문헌 = 73
• (Abstract) = 79
• 부록 = 81