Effects of a Developmentally Appropriate Instruction Model for Science on the Curiosity and Problem Solving of Preschoolers

발달에 적합한 유아과학 수업절차모형이 유아의 호기심과 문제해결력에 미치는 영향

This study investigated the effectiveness of the Developmentally Appropriate Instruction Model for Science(DAIM-S) on increasing scientific curiosity and problem solving in young children. Subjects were 60 5-year-old middle class children, randomly assigned to one of two groups: either the DAIM-S group or the direct instruction group. For 2 months, the children in both groups took part in 21 science activity sessions. Both before and after treatment, subjects were tested on curiosity and scientific problem solving. The DAIM-S group showed higher achievement than the direct instruction group in the acquisition of curiosity and scientific problem solving. From these results, the researchers suggest application of the DIAM-S to the science teaching of young children.