문제중심학습(PBL) 기반 유아안전교육 수업이 예비유아교사의 협력적 자기효능감, 학습태도, 전공몰입에 미치는 효과

Abstract

Objectives This study aimed to investigate the effect of preservice early childhood teachers on cooperative self- efficacy, learning attitude, and major commitment before and after early childhood safety education course applying problem-based learning methods.
 Methods To examine this purpose, the problem-based learning design was applied to the early childhood safety education course in the 1st semester of 2022. We examined the differences in cooperative self-efficiency, learning attitudes and major commitment at the beginning and the end of the course were examined for 20 students. The collected data were analyzed by paired t-test with SPSS 24.0 program.
 Results The results of this study preservice early childhood teacher cooperative self-efficiency(t=-4.832, p<.001), learning attitudes(t=-4.445 p<.001), major commitment(t=-4.338 p<.001) after application of problem-based learning safety education in early childhood class showed a significant effect. In other words, it could be inferred that the early childhood safety education course itself, which applied problem-based learning (PBL), was a direct factor in improving the cooperative self-efficacy, learning attitude, and major commitment of preservice early childhood education teachers.
 Conclusions Therefore, it suggests that the problem-based learning in early childhood safety education is the meaningful teaching method to improve the cooperative self-efficiency, learning attitudes and major commitment of preservice early childhood teachers.