초록 열기/닫기 버튼
연구 목적: 본 연구는 스마트 디바이스를 활용한 유아 융합교육(STEAM) 프로그램을 적용한 수업이 예비유아교사들의 TPACK 및 스마트 디바이스 통합 자아효능감에 미치는 영향을 알아보고자 하였다. 연구 방법: 경기도 S대학 유아교육과 2학년 42명을 대상으로 박기절･강성주(2014)의 ‘TPACK’ 검사도구를 사용하였고, 김성원･이영준(2019)의 ‘스마트 디바이스 통합 자아효능감’ 검사도구를 사용하였다. 연구 내용: 20명의 실험집단에게는 ‘스마트 디바이스를 활용한 유아 융합교육(STEAM) 프로그램’ 활동을 적용하였고, 22명의 비교집단에게는 ‘놀이 중심 유아과학교육’ 활동을 적용하였다. 자료처리는 카이스퀘어 검증과 독립표본 t-검증, 공분산분석(ANCOVA)을 실시하였다. 결론 및 제언: 첫째, 스마트 디바이스를 활용한 유아 융합교육(STEAM) 프로그램 수업을 적용한 실험집단의 테크놀로지 내용교수지식(TPACK)이 유의한 차이로 더 높게 나타났다. 둘째, 스마트 디바이스를 활용한 유아 융합교육(STEAM) 프로그램수업을 적용한 실험집단의 스마트 디바이스 통합 자아효능감이 유의한 차이로 더 높게 나타났다. 따라서 추후연구에서는 다양한 대상, 다양한 변인, 혼합연구로 진행될 필요성이 있다.
The purpose of this study was to investigate the effect of field-applied constructivist early childhood science education classes on TPACK and creativity of pre-primary early childhood teachers. For this purpose, for 42 sophomores from the early childhood education department at S university located in Gyeonggi-do, the technology professor content knowledge (TPACK) was the ‘TPACK’ test tool of Park & Kang (2014), and the scientific creative personality was the ‘TPACK’ test tool of Park & Yoo (2000). The ‘Creative Personality of Early Childhood Teachers’ test was conducted. To the experimental group of 20 people, ‘Education of Early Childhood Science Using Smart Devices’ was applied, and to the comparison group of 22 people, the activity of ‘Play-centered Early Childhood Science Education’ was applied. For data processing, chi-square test and independent sample t-test were performed to find out the difference between the pretest results between the two groups, and analysis of covariance (ANCOVA) were used to check the difference between the posttest results of the two groups. carried out. As a result of the study, first, it was found that the smart device-based early childhood science education program had a significant effect on the TPACK of pre-school teachers. Second, it was found that the smart device-based early childhood science education program had a significant effect on the creative personality of the pre-kindergarten teachers. Therefore, in future studies, it is necessary to proceed to various subjects, various variables, and mixed studies.
키워드열기/닫기 버튼
Pre-kindergaerten Teacher, STEAM Education, Early Science Education, Technological Pedagogical Content Knowledge, Integrated Self-efficacy of Smart Devices
