영유아교사의 놀이중심 과학교육에 대한 인식과 어려움

Abstract

This research aims to analyze the perceptions and challenges faced by early childhood teachers regarding play-based science education and seeks to explore implications and strategies for enhancing science education. To achieve these goals, the study conducted a collaborative learning community with 11 teachers (5 for toddlers and 6 for kindergartners) working in 4 childcare centers in A City. The researchers collected scientific activity videos, educational materials, childcare records, teachers’ journals, and other data from the participating teachers. Using a thematic coding analysis method, the study categorized the perceptions of early childhood teachers regarding science education into three main themes: 'Understanding play-based science education,' 'Science education with the goal of knowledge transmission,' and 'Challenges and difficulties in science education.' Furthermore, in the field of early childhood education, teachers were found to recognize difficulties in implementing play-based science education. These difficulties included challenges related to "Finding and supporting science within play," "Psychological and physical challenges faced by teachers," and "Challenges with principals, other teachers, and parents." The significance of this study lies in its potential to serve as foundational material for understanding teachers' perceptions of science education and addressing the challenges they face in teaching science.