초록 열기/닫기 버튼
In this study, we set out to determine whether it was possible to improve teaching methods for science play for four-year-old children within the 2019 Revised Nuri curriculum. This led to improvements in teaching methods for children’s science play and the results are as follows. First, the teacher started to observe and record the natural flow of children’s science play. Second, the teacher began to analyze and interpret the learning and developmental processes of children’s science play, which led to her developing her own theory of child-centered science play. Third, the teacher continued to reflect on her teaching and learning methods concerning children’s science play through the cycle of documentation inquiry. As a result, she changed her previous beliefs on teaching-learning into child-centered ones, improving the young children’s science play. These results have implications for the teaching-learning methods for young children’s science play in the 2019 Revised Nuri curriculum.
