The purpose of this thesis is to suggest basic principles for appropriate use of project approaching method as a way to raise scientific problem solving ability by testifying effect on children's scientific problem solving ability. For this, on the basis of result of preceding studies and related li...
The purpose of this thesis is to suggest basic principles for appropriate use of project approaching method as a way to raise scientific problem solving ability by testifying effect on children's scientific problem solving ability. For this, on the basis of result of preceding studies and related literature, I established hypothesis as follows ; Hypothesis 1. There may be difference in scientific problem solving ability between experimental group which participated in project approaching method and comparative group which didn't participate. Hypothesis 2. As for the effect of project approaching method, there may be significant difference according to their age in experimental group. Hypothesis 3. Project approaching method may have other effects for each sub-factor of scientific problem solution of children. In order to testify these hypothesis, experiment was done on 32 of children of four and five years old, and it was done on experimental group which had project approaching method and comparative group which had unit approaching method. As for process of experiment, it was done as pre-test, real activity through project approaching method for 23 times in 7 weeks, and post-test in order. In this thesis, the researcher used sub-steps of experimental process factors and scientific attitude of children as experimental tools, after subdividing and modifying, as experimental tools which was adapted by Gyeong Hye Jang (1994), Yeong Ran Park(1999), Hyeong Mi Jeon(2000) made by Gyeong Suk Ahn(1992) on the basis of study of Tagano, Sauyers and Moran(1989). With results of this study, I could get conclusions as follows ; First, there was significant difference on scientific problem solving ability between experimental group which participated in project approaching method and comparative group which had teacher leading class mainly with unit. This result suggests that we should give opportunities to the children in order to solve problems for themselves, should supply them enough opportunities and circumstances to control and think of things, and should use more effective project activity in the field. Second, as for the effect of project approaching method, there was no significant difference in experimental group, according to their age. This result suggested that project approaching method should be held continuously in their educational activity in their kindergarten regardless of their age. Third, project approaching method had different effect on each sub-factor for their scientific problem solving ability. This result was effective not in all of the scientific problem solving sub-factors but in special factors, and it suggested that appropriate teaching method should be studied so as to raise effect of sub-factor which had no significant difference.
The purpose of this thesis is to suggest basic principles for appropriate use of project approaching method as a way to raise scientific problem solving ability by testifying effect on children's scientific problem solving ability. For this, on the basis of result of preceding studies and related literature, I established hypothesis as follows ; Hypothesis 1. There may be difference in scientific problem solving ability between experimental group which participated in project approaching method and comparative group which didn't participate. Hypothesis 2. As for the effect of project approaching method, there may be significant difference according to their age in experimental group. Hypothesis 3. Project approaching method may have other effects for each sub-factor of scientific problem solution of children. In order to testify these hypothesis, experiment was done on 32 of children of four and five years old, and it was done on experimental group which had project approaching method and comparative group which had unit approaching method. As for process of experiment, it was done as pre-test, real activity through project approaching method for 23 times in 7 weeks, and post-test in order. In this thesis, the researcher used sub-steps of experimental process factors and scientific attitude of children as experimental tools, after subdividing and modifying, as experimental tools which was adapted by Gyeong Hye Jang (1994), Yeong Ran Park(1999), Hyeong Mi Jeon(2000) made by Gyeong Suk Ahn(1992) on the basis of study of Tagano, Sauyers and Moran(1989). With results of this study, I could get conclusions as follows ; First, there was significant difference on scientific problem solving ability between experimental group which participated in project approaching method and comparative group which had teacher leading class mainly with unit. This result suggests that we should give opportunities to the children in order to solve problems for themselves, should supply them enough opportunities and circumstances to control and think of things, and should use more effective project activity in the field. Second, as for the effect of project approaching method, there was no significant difference in experimental group, according to their age. This result suggested that project approaching method should be held continuously in their educational activity in their kindergarten regardless of their age. Third, project approaching method had different effect on each sub-factor for their scientific problem solving ability. This result was effective not in all of the scientific problem solving sub-factors but in special factors, and it suggested that appropriate teaching method should be studied so as to raise effect of sub-factor which had no significant difference.
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