초록 열기/닫기 버튼
본 연구는 창의성기법을 활용하여 유아과학교육 프로그램을 개발하고 그 효과를 검증하였다. 따라서 유아과학교육 프로그램의 목적 및 목표와 내용, 교수-학습방법, 평가를 구성하고, 그 효과를 알아보기 위하여 유아의 과학적 태도, 자아존중감, 표상능력을 검사하였다. 연구결과 사전검사에서는 실험집단과 통제집단 간에 통계적으로 유의한 차이가 나타나지 않았으나 사후 검사에서는 전체 과학적 태도 및 하위영역인 호기심, 솔직성, 객관성, 개방성, 비판성, 판단유보, 협동성, 끈기성에서 실험집단이 통제집단보다 유의미하게 높은 것으로 나타났다. 자아존중감에서는 전체 자아존중감과 하위영역인 인지적 능력, 동료수용, 신체적 능력, 자기 수용에서 실험집단이 통제집단보다 유의미하게 높은 것으로 나타났다. 그리기 표상능력에서는 전체 그리기 표상능력과 하위영역인 기본도형과 선 병합, 다양한 색채, 조화로운 구성, 다양한 형체, 주제관련 표상정도, 표상의 창의성, 표상의 그림완성, 표상과 언어와의 관계에서 실험집단이 통제집단보다 유의미하게 높은 것으로 나타났다. 이에 창의성 기법을 활용한 유아과학교육프로그램의 현장적용에 관한 시사점을 논하였다.
This study begins to verify that the development and adaption of Early Childhood Science Education Program with Creativity Techniques have effects on developing scientific attitude, self-esteem, and representational ability. At the object of this study, it was categorized into [Hypothesis I] and [Hypothesis II]. The specifics are as follows:The following are the study results. After conducting the program to prove the effect of the early childhood science educational program with creativity techniques of hypothesis II to 40 young children under the age of five, young children’s scientific attitude, self-esteem, and representational skills were tested. At the pre-test, the two groups showed no statistically significant differences in terms of scientific attitude, self-esteem, and representational skills. However, at the post-test, the treatment group showed higher overall scientific attitude and the sub-factors of curiosity, candidness, subjectivity, openness, criticism, delay of judgment, corporation, and patience than the control group. In terms of self-esteem, the treatment group showed significantly higher in the overall self-esteem and the sub-factors, cognitive skills, peer acceptance, physical skills, and self-acceptance than control group. In terms of representational skills, the treatment group showed significantly higher in the overall representational skills and the sub-factors, basic shapes and line consolidation, various colors, harmonious constitution, various forms, theme-related representational degree, the creativity of representation, picture completion of representation, and the relationship between the representation and the language. In conclusion, the early childhood science education program with creativity techniques was effective in improving young children’s scientific attitude, self-esteem, and representational skills. In addition, it is expected that this program can be introduced to the field to improve young children’s scientific minds and skills.
키워드열기/닫기 버튼
creativity techniques, childhood science education, scientific attitude, self-esteem, drawing representation ability
