유아창의성교육에 대한 유아교사의 개념도 분석

Abstract

The purpose of this study was to explore early childhood teachers’ content knowledge and knowledge level on creativity education through an analysis of a concept map (Novak & Gowin, 1984). The subjects, including 50 early childhood teachers in a metropolitan area, were asked to draw concept maps illustrating their understanding of creativity education. The collected concept maps were analyzed using the methods utilized by Novak and Gowin (1984), Yoon and Park (1998), and Lee and Son (2012). In terms of early childhood teachers’ content knowledge, 213 superordinate concepts and 2,010 subordinate concepts were shown. The 213 superordinate concepts were categorized into 10 representative superordinate concepts: creativity definition, creative factors, creativity strategies, teacher-learning processes, teacher-learning principles, connection with home, types of activities, development characteristics, environment, and evaluation. In terms of early childhood teachers’ knowledge level, the numbers of subordinate concepts and hierarchical level were shown to be varied according to the 10 representative superordinate concepts.