한국불교설화를 활용한 유아문화예술교육과 문제중심학습(PBL)의 통합적 접근이 유아의 공감능력에 미치는 효과

Abstract

Objectives This study analysed Korean Buddhist Tales utilised cultural arts education for young children and the effect on young children’s empathetic ability from the integrated approach of problem-based learning (PBL). Methods Fifty Gwangju city based five years-old young children (twenty-five children for both experiment group and controlled group) were selected and the experiment were held for eight weeks (four times a week and thirty-two times in total). Five Korean Buddhist tales were selected to build a teaching-learning method that integrates cultural arts education for young children and PBL, and five stages of experiment were executed; stage 1: facing the problem; stage 2: identifying the topic; stage 3: discovery; stage 4: finding the solution; stage 5: presentation and assessment. The examination on the children’s empathetic ability was used to analyze, using SPSS (ver. 26), the difference among groups based on ANCOVA and MANCOVA. Results To sum, Korean Buddhist Tales utilised cultural arts education for young children and the integrated approach of PBL has positive impact on improvement of children’s empathetic ability. Among the sub-elements, communication empathy and cognitive empathy also showed positive impact on this while the other sub-elements that are social empathy and emotional empathy didn’t show a meaningful difference. Conclusions This proves that Korean Buddhist Tales utilised cultural arts education for young children and the integrated approach of PBL have a positive impact in increasing ‘communication empathy’ and ‘cognitive empathy’.