본 연구는 유아 주도적 과학중심 통합활동이 유아의 수학적 태도와 문제해결력 및 과학적 태도에 미치는 영향을 알아보고자 하였다. 연구대상은 대전광역시에 소재한 1개 사립유치원의 2개 학급 유아 56명이며, 이들을 대상으로 수학적 태도(최미희, 2003), 수학적 문제해결력(김현주, 2000), 과학적 태도(이경민, 2000) 검사를 실시하였다. 실험집단에서 유아 주도적 과학중심 통합활동을 실시한 후, 집단 간 차이를 검증한 결과, 유아 주도적 과학중심 통합활동은 유아의 수학적 태도와 문제해결력 및 과학적 태도 향상에 효과가 있는 것으로 나타났다.

This study was to conducted how self-directed and integrated science activities affected young children's mathematical attitude, problem-solving ability, and scientific attitude. Subjects for this study were 56 five-year-old children attending two classes of a kindergarten in Daejeon. Two classes were randomly classified as experimental or control groups. The instruments were the Mathematical Attitude(Choi, 2003), the Mathematical Problem-Solving Ability(Kim, 2000), and the Scientific Attitude(Lee, 2000). The experimental group was treated self-directed and integrated science activities for ten weeks. Group differences were tested to reveal the treatment effects. Results of this study are as follows: First, significant differences of mathematical attitude between experimental and comparative groups were found. Second, significant differences of mathematical problem-solving ability between experimental and comparative groups were found. Third, significant differences of scientific attitude between experimental and comparative groups were found.

This study was to conducted how self-directed and integrated science activities affected young children's mathematical attitude, problem-solving ability, and scientific attitude. Subjects for this study were 56 five-year-old children attending two classes of a kindergarten in Daejeon. Two classes were randomly classified as experimental or control groups. The instruments were the Mathematical Attitude(Choi, 2003), the Mathematical Problem-Solving Ability(Kim, 2000), and the Scientific Attitude(Lee, 2000). The experimental group was treated self-directed and integrated science activities for ten weeks. Group differences were tested to reveal the treatment effects. Results of this study are as follows: First, significant differences of mathematical attitude between experimental and comparative groups were found. Second, significant differences of mathematical problem-solving ability between experimental and comparative groups were found. Third, significant differences of scientific attitude between experimental and comparative groups were found.

integrated science activity, mathematical attitude, mathematical problem-solving ability, scientific attitude