Journal of the Korea Academia-Industrial cooperation Society (한국산학기술학회논문지)

The Korea Academia-Industrial cooperation Society (한국산학기술학회)
권호 표지
DOI QR코드

DOI QR Code

Effects of Process-Based Integrated Mathematics·Science Activities on Children's Science Process Skills and Scientific Attitudes

수·과학의 과정중심 통합 활동이 유아의 과학적 탐구능력과 태도에 미치는 효과

  • Kim, Yong-Sook (Dept. of Early Childhood Education, Joongbu University) ;
  • Ham, Eun-Suk (Dept. of Early Childhood Education, Wonkwang University) ;
  • Seo, Eui-Jung (Dept. of Early Childhood Education, Seojeong College)
  • 김용숙 (중부대학교 유아교육과) ;
  • 함은숙 (원광대학교 유아교육과) ;
  • 서의정 (서정대학교 유아교육과)
  • Received : 2012.07.27
  • Accepted : 2012.10.11
  • Published : 2012.10.31
Download PDF
⟨ Previous Next ⟩

Abstract

This study aims to examine the effects of process-based integrated Mathematics Science Activities on children's science process skills and scientific attitudes and arrange efficient teaching and learning environment in the field. The subjects of research were 89 three-year and five-year old children attending kindergarten attached to W university in I city, Jeollabuk-do and process-based integrated Mathematics Science activities were conducted with themes. For data analysis, paired t-test was conducted with SPSS for Windows program and as a result of performing process-based integrated Mathematics Science activities, it was found that there were significant differences in sub-factors of science process skills and scientific attitude by age and sex. These results suggested that process-based integrated activities had positive influences on three-year and five-yeard old children.

본 연구는 수 과학의 과정중심 통합 활동이 유아들의 과학적 탐구능력과 태도에 미치는 영향에 대해 알아보고 현장에서의 효율적인 교수학습 및 환경구성을 마련하는데 연구의 목적을 두고 있다. 연구대상은 전라북도 I시에 위치한 W대학 부속 유치원 만3세 만5세 유아 89명을 대상으로 각 연령별 발달을 고려한 주제를 각각 선정하여 수 과학의 과정중심 통합 활동을 실행하였다. 자료 분석은 SPSS for Windows 프로그램을 이용하여 대응표본 t검증을 실시하였고, 결과를 요약하면 다음과 같다. 수 과학의 과정중심 통합 활동을 실시한 결과 과학적 탐구 능력과 과학적 태도를 구성하고 있는 각 하위 요인들이 연령별, 성별로 유의한 차이가 있는 것으로 나타났다. 이러한 결과는 수 과학 과정중심 통합 활동이 만3세 5세 유아들에게 긍정적인 영향을 주는 활동임을 시사하고 있다.

Keywords

References

  1. Ministry Of Education & Human Resources Development. Materials Using Mathernatics Education for Preschool Children, 2005.
  2. Kim, Young Ok. Rationale and forms of early childhood curriculum integration: Focusing on the Forgarty models. Korean Jounal of Early Childhood Education, 28(5), 77-92. 2008. https://doi.org/10.18023/kjece.2008.28.5.004
  3. Kim, Suk Ja. The effect of integrated kindergarten mathematics and science activities on children's inquiry development in mathe- matics and science. journal of Korea Early Childhood Education. Vol. 8 No.1, 173-203, 2001.
  4. Kim, Suk Ja. Development of Program Model for lntegrated Mathematics and Science Education Activities in Kindergarten. journal of educational rssearch Vol. 40 No.3, 227-246, 2002.
  5. Kim Suk Ja, Kwak Sang Sin, Hong Hee Ju Integrated Mathematics and Science Educational Activities as a Practical Approach Based on Analysis of Episodes in Activities Related to Mathematics and Science. journal of korea. Early childhood Education. Vol.9 No.1, 221-249, 2002.
  6. Kim, Ji-Seon. The Effects of Inquiring Science Lessons on the Attitude toward Science and Problem-Solving Ability of Young Children. Major in Early childhood Education, Department of Education Graduate school of Education, Chonnam National University, 2003.
  7. Ma Ji-Sun. The Effect of integrated mathematics and science activities on mathematical achievement and scientific problem-solving ability in young children. Major in Early childhood Education, Graduate school of Korea National University of Education Chung-Buk, Korea, 2001.
  8. Min, Yong Seong. A Study on the Ways of Integrating the Curriculum Contents. Korean Association for Learner-Centered Curriculum and Instruction. Vol. 5 No. 2, 2005.
  9. Shin, Eun Soo. A Study on Informal Mathematics Competence Based on Addition - Subtraction Abilities and Cognitive Strategies in Three-, Four-, and Five- Year-Old Children. Korean Jounal of Early Childhood Education. 15(1), 101-121. 1995.
  10. Yoo, Kyeong Sook. Analysis of differences formed from playdough activities based on constructivism as a scientific concept, processing skills and attitudes of young children according to methods of construction. Department of Early childhood Education Graduate school Chung-Ang University, 1999.
  11. Yun, Eun Kyung. The Effects of Integrated Mathematics and Science Activities on Mathematical and Scientific Attitude of Young Children. Department of Early childhood Education Graduate school Chonnam National University, 2005.
  12. Lee, Kyung Min. A Study the Effect of Science Education based on the Interactive Approach on Preschool Children's Scientific Concepts, Process Skills, and Attitude. Department of Early childhood Education Graduate school Chung-Ang University, 2000.
  13. The Korean Society for Early Childhood Education, "Early childhood education", Paju: Yangseowon, 2005.
  14. Hong, Hee Joo. A Study on perceptions of preservice and practicing kindergarten teachers toward integrating mathematics and science. Major in Early childhood Education, Graduate school of Korea National University of Education Chung-Buk, KOREA, 2002.
  15. Beane, J. A. Curriculum integration and the disciplines of knowledge. Phi Delta Kappan.76(8). 616-623, 1995.
  16. Berlin, D. F. The integration of science and mathematics education: Exploring the literature. School Science and mathematics, 89(1), 73-80, 1989a. https://doi.org/10.1111/j.1949-8594.1989.tb11892.x
  17. Berlin, D. F. Science and Mathematics integration : Current status and future direction. School Science and mathematics, 90(3), 254-257, 1990b. https://doi.org/10.1111/j.1949-8594.1990.tb15541.x
  18. Copley, J. V. The young child and mathematics. Washington,DC: NAEYC, 1999.
  19. Drake, S. M. Creating integrated curriculum. California: Crown Press, 1997.
  20. Derrington, M. L. Enrichment in the mathematics and science curriculum in the primary grades. School Science and Mathermatics, 93(1), 1-4, 1993. https://doi.org/10.1111/j.1949-8594.1993.tb12181.x
  21. Foster, G. W. Elementary Mathematics and Science Methods : Inquiry Teaching and Learning. Belmont, CA : Wadsworth Pub, 1999.
  22. Gallenstein, N. L. Creative Construction of Mathematics and Science Concepts on Early Childhood, Washington DC : ACEI, 2003.
  23. Lind, K. K. Exploring science in early childhood: A developmental approach. Delmar Publishers, 1996.
  24. Martin. D. J. Elementary science methods : Aconstructivist approach Albany, NY : Delmar, 1997.
  25. Piaget, J. Science of education and the psychology of the child. N. Y. : Orlon Press, 1970.
  26. Sprung, B. Physics is fun : Physics is important and physics belongs in the early childhood curriculum. Young Children. 5195, 29-33, 1996.