유아과학교육의 목표와 교수방법 간의 일관성과 관련된 주요변인: 과학교수 효능감을 중심으로 = Teachers` Awareness toward Educational Goals and Teaching Strategies for Early Childhood Science Education

다국어 초록 (Multilingual Abstract)

This study investigated the general tendency of the day-care teachers’ awareness toward the goals and the teaching strategies in early childhood science education and identified the factors on them respectively. Also, day-care teachers of high self-efficacy about teaching science and those of low science teaching self-efficacy about teaching science were compared in terms of consistency of the goals and the teaching strategies in early childhood science education. One hundred and seventy six day-care teachers participated in the survey. The main results were as follows. 1) Day-care teachers, in general, perceived process-oriented goals more important than content-oriented goals in early science education. Interactive approach was the most popular, followed by knowledge-transmission approach. Activity-discovery approach was the least preferred by day-care teachers. 2) Personal and environmental factors were related to the day-care teachers’ awareness toward the goals and the teaching strategies in day-care settings respectively. 3) Day-care teachers who had high self-efficacy about teaching science and content-oriented goals in early childhood science education showed knowledge-transmission approach more preferred and interactive approach less. However, day-care teachers of high self-efficacy about teaching science did not have consistent goals and teaching strategies in early childhood science education.