Korean Journal of Childcare and Education (한국보육지원학회지)

Korean Association of ChildCare & Educatioin (한국보육지원학회)
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Young Children's 'More Means More' Bias and Knowledge Change Process Regarding a Lever Phenomenon

지렛대 현상에 대한 유아의 '많은 것이 더 많은' 편향과 지식 변화 과정

  • 김헤라 (대덕대학교 유아교육과)
  • Published : 2013.04.30
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Abstract

The purpose of this study is to investigate the young children's 'more means more' bias and knowledge change process regarding a lever phenomenon, especially the relationship between the weight of an object and the strength of force and between the length of a lever and the strength of force. Subjects, who were presented with the tasks, were eight young children 5 years of age. Major findings were as followings. First, most of the subjects have a 'more means more' bias about the relationship between the weight of an object and the strength of force and between the length of a lever and the strength of force regarding a lever phenomenon. This meant that young children have similar concepts about a lever phenomenon regardless of whether it is right or wrong physically. Second, young children tried to make sure of their knowledge during experiments. They chose the evidence which confirmed their knowledge. But they tried to change their knowledge, when the evidence presented did not correspond to their knowledge. These findings contribute to understanding young children's 'more means more' bias and knowledge change process about a lever phenomenon and can be used in preschool science education programs and curriculums.

본 연구의 목적은 지렛대 현상에서 '추의 무게와 힘의 세기', '지렛대의 길이와 힘의 세기'의 관계에 대한 유아의 '많은 것이 더 많은' 편향을 조사하고, 직접적인 실험을 통해 유아의 사전 지식이 변화되는 과정을 살펴보는 데 있다. 이를 위해 만 5세 유아 8명을 대상으로 일대일 실험 면접을 실시하였으며, 기록과 녹음을 통해 수집된 자료를 분석하였다. 주된 결과는 다음과 같다. 첫째, 조사대상 유아의 대부분은 '추의 무게와 힘의 세기', '지렛대의 길이와 힘의 세기'에 대해서 '많은 것이 더 많은' 편향을 지니고 있었다. 이들의 대부분은 '추의 무게와 힘의 세기'에 대해서는 물리적으로 정확한 지식을 지니고 있었으나. '지렛대의 길이와 힘의 세기'에 대해서는 물리적으로 잘못된 지식을 지니고 있었다. 둘째, 실험을 통해 유아의 지식이 변화하는 과정을 살펴본 결과, 유아는 자신의 사전 지식을 확인하고자 하는 경향을 보였다. 자신의 지식이 맞는지 확인하고자 증거를 선택하였고 자신의 지식이 맞으면 기뻐하며 당연하다는 반응을 보였다. 그러나 자신의 사전 지식과 일치하지 않는 증거가 나타났을 때 사전 지식을 변화하여 새로운 지식을 구성하려고 시도하였다. 대부분의 유아는 직접적인 실험을 통해 지렛대 현상 중 '지렛대의 길이와 힘의 세기'에 대한 '많은 것이 더많은' 편향을 수정하였고 이러한 과정은 유아의 지렛대 현상에 대한 과학적 이해를 도울 수 있었다. 이상의 연구결과는 지렛대 현상에 대한 유아의 사고 특성과 유아의 지식이 변화하는 과정을 이해하는데 기여하며, 이를 토대로 과학현상에 대한 보다 발달적이고 교육적인 유아과학교육을 위한 기초자료로 활용될 수 있으리라 기대한다.

Keywords

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