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본 연구의 목적은 과학과 융합한 유아 미술교수학습 모형을 개발하고, 개발한 모형의 교육현장 적용 타당성을 검증하는데 있다. 과학과 융합한 유아 미술교수학습 모형은 탐색ㆍ탐구ㆍ발견단계-> 유추-미술표상단계-> 감상-토의단계-> 평가단계로 개발되었다. 개발한 과학과 융합한 유아 미술교수학습 모형의 효과를 분석하기 위해 실험집단과 두 개의 비교집단을 선정하였다. 실험집단에는 과학과 융합한 유아 미술교수학습모형을 처치하였고, 비교집단 1에는 미술요소 중심 미술교육프로그램, 비교집단 2에는 탐구 중심 과학교육프로그램을 제공하였다. 연구대상의 월령은 78.65개월이었고 수집된 연구자료는 ANOVA와 추후분석은 Scheffé 검증을 통해 집단 간의 차이를 분석하였다. 연구 결과, 과학과 융합한 유아 미술교수학습 모형을 처치한 실험집단이 미술요소 중심 미술교육프로그램을 제공한 비교집단 1과 탐구 중심 과학교육프로그램을 제공한 비교집단 2보다 유아의 창의성, 과학적유능감, 인지처리능력 그리고 그리기표상능력의 사후점수가 유의미하게 높은 것으로 밝혀졌다.
The purpose of this study was to develop the art teaching-learning model integrated with science for young children and analyze the effects of the art teaching-learning model integrated with science for young children on children's creativity, scientific competence, cognitive performance ability, and drawing representation ability. The art teaching-learning model integrated with science for young children was developed in this study as I. Explorationㆍinquiryㆍdiscovery phase-> II. Analogical inference-representation phase-> III. Appreciation-discussion phase-> IV. Evaluation phase. It also developed the art integrated with science education program based on this model. The art integrated with science education program maintains goalㆍobjective, education content, teaching-learning stage, teacher's role and evaluation system. The subjects used in this study were 76 children whose mean age is 78.65 (SD=3.79) months from three classes in two kindergartens. The three classes were assigned to an experimental group and two compare groups to analyze the effects of the art teaching-learning model integrated with science for young children. The experimental group was treated by the art teaching-learning model integrated with science for young children. The element of art-centered art education program was provided to compare group 1. The inquiry-centered science education program was provided to compare group 2. It used 'Torrence Creativity Scale', 'Science Competence Inventory for Young Children', 'K-ABC' and 'Drawing Representation Ability Inventory' in collection of data. And the data were analyzed by one-way ANOVA and Scheffé. Finally, the positive effects of the art teaching-learning model integrated with science for young children developed in this study were revealed. The scores of experimental group's creativity, scientific competence, cognitive performance ability, and drawing representation ability were significantly higher than the scores of compare group 1 and compare group 2.
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the art teaching-learning model integrated with science for young children, the element of art centered art education program for young children, the inquiry centered science education program for young children
