문제중심학습(PBL)기반 유아과학교육이 예비유아교사의 자기 주도적 학습능력, 학업적 자기효능감 및 학습동기에 미치는 영향

Abstract

This purpose of this study is to investigate the effects of problem-based learning (PBL) classes on self-directed learning ability, academic self-efficacy, and learning motivation in prospective early childhood teachers. To this end, the effectiveness of PBL classes was analyzed by conducting pre- and post-experimental surveys on self-directed learning ability, academic self-efficacy, and learning motivation, involving 38 preliminary early childhood teachers who took a PBL-based early childhood science education course in the department of early childhood education at C University in the K region. To understand the effects of PBL classes on their self-directed learning ability, academic self-efficacy, and learning motivation according to the research questions, a paired t-test on the collected data were performed using the SPSS/PC (Windows 17.0) program. As a result of the study, the positive effectiveness of PBL classes was confirmed with statistically significant increases in all variables of self-directed learning ability, academic self-efficacy, and learning motivation in prospective early childhood teachers. These results can be used as basic data to find a way to be used in the field of teacher training as a teaching-learning method for strengthening the competence of pre-service early childhood teachers.