earticle

영어

The purpose of this study is to search the essence and factors of the kindergarten teachers'
Pedagogical Content Knowledge (PCK) in science teaching and to develop the assessment tools of kindergarten teachers' PCK in science teaching. The questions of this study are as follows.
1. How are items of developed assessment tools constructed?
2. Are the assessment tools reliable?
3. Are the assessment tools valid?
Firstly, based on the reviews of relevant literatures, pre-research was carried out to search for the
essence and factors of the kindergarten teachers' PCK in science teaching, followed by development of the appropriate items for each factors. Among the developed fifty items in five factors, forty four items in were selected after content validity assessment. Secondly, as the first research, the questionnaire survey that was developed by the pre-research was conducted with 308 inservice kindergarten teachers. The reliability of each factor in the items of the initial development has been analysed by Cronbach α and the Item-Scale Score Correlation. Factor analysis for construct validity has also been carried out. Following the second request of content validity after correcting the procedure based on the first research, forty eight items in five factors have been confirmed for reconstructing the questionnaire. Thirdly, the questionnaire survey that was reconstructed by the first research, has been conducted with 502 inservice kindergarten teachers for the second research. Following the request of construct validity for the reliability
verification and confirmative factor analysis, forty six items in five factors were eventually developed and confirmed for the final questionnaire. Finally, for the verification of the forty six items in five factors of the final assessment tools that were development through the first and second research, reliability and construct validity have been examined.
It is concluded that the kindergarten teachers' PCK in science teaching consists of five factors:
teacher's knowledge of curriculum, teacher's knowledge of students, teacher's knowledge of instruction, teacher's knowledge of contents, and teacher's knowledge of professionalism. Those five factors are in high correlations between each other. Secondly, the assessment tools developed by the research is highly reliable and thus is suitable for assessing kindergarten teachers' PCK in science teaching.

한국어

본 연구는 유아교사의 전문성을 확립하기 위한 지식기반의 일환으로 유아교사의 과학 교과교육학지식을 측정할 수 있는 측정도구의 문항을 구성하고, 신뢰도와 타당도를 검증하였다. 측정도구를 개발하기 위해, 관련문헌을 기초로 유아교사의 과학교과교육학 지식의 하위 범주를 5개영역으로 나누고, 각 하위 범주의 문항을 개발하였다. 개발된 측정도구의 신뢰도와 타당도를 검증하기 위해 1차 연구에서 308명의 유아교사, 2차 연구에서 502명의 유아교사를 대상으로 연구를 실시하였다. 연구결과 유아교사의 과학교과교육학지식 측정도구는 교육과정에 대한 지식, 학습자에 대한 지식, 교수학습방법에 대한 지식, 교과내용에 대한 지식, 교사의 전문성에 대한 지식의 5개영역 46문항으로 구성되었으며, 개발된 측정도구의 신뢰도는 0.958로 매우 높고, 유아교사의 과학 교과교육학지식을 측정하기에 적절한 도구임이 밝혀졌다.