구성주의에 기초한 과학 활동이 유아의 과학적 탐구능력과 자기주도학습력에 미치는 영향

Abstract

The purpose of this study was to examine the effect of constructivism-based science activities on the scientific inquiry process skills and self-directed learning ability of young children. The method used in this study to investigate the improvement of young children scientific inquiry ability was developed by Cho, Hong-Ja (2015). When looking into the self-directed learning activity level of young children, Hyun, Jeong-Sook s(1999) measuring instrument was used. This instrument revised and complemented Guglielmino s(1977) `self-directed learning readiness scale: SDLRS, 1977 . After consulting with an early childhood education expert and 4 graduate students majoring in early childhood education, the researchers revised this method before using it. The constructivism-based science activities were chosen following the standard of selection based on the references(Lee, Kyung-Woo, Cho, Boo-Kyung, Kim, Jeong-Jun 1999: Forman, Hill, 1984; Kamii, DeVries, 1993) and this experiment was conducted during a 11-week period from April 25, 2016 to July 8, 2016. To address the research questions, statistical data on mean and standard deviation for each group were obtained, and t-test was conducted after their pretest scores were subtracted from their posttest scores. The findings of the study were as follows: First, the experimental group that engaged in the constructivism-based science activities scored higher than the control group in scientific inquiry process skills, and the difference between the two was statistically significant(t=7.47, p<.05). Among the components of scientific inquiry process skills, the experimental group scored higher than the control group in observing(t=6.32, p<.05), measuring(t=3.58, p<.05), inferring (t=4.62, p<.05), predicting(t=4.54, p<.05) and communication ability(t=6.68, p<.05), and all the intergroup differences were statistically significant. But there was no statistically significant difference in classification skills. Second, the experimental group that engaged in the constructivism-based science activities scored higher than the control group in self-directed learning ability, and the difference between the two was statistically significant(t=7.02, p<.05). Among the components of scientific inquiry process skills, the experimental group scored higher than the control group in openness(t=3.38, p<.05), self-concept(t=5.63, p<.05), autonomy(t=3.15, p<.05), self-rating(t=3.53, p<.05), inner motive(t=3.76, p<.05), creativity(t=4.53, p<.05) and ability to solve problems(t=3.16, p<.05), and all the intergroup differences were statistically significant.