The purpose of this thesis is to explore and clarify the effect of cooking activities involving science learning on young children’s grasping and learning basic science concepts and science process skills. For this purpose, the following hypotheses are presented and tested.
1. Whether or not sci...
The purpose of this thesis is to explore and clarify the effect of cooking activities involving science learning on young children’s grasping and learning basic science concepts and science process skills. For this purpose, the following hypotheses are presented and tested.
1. Whether or not science activities through cooking promote and facilitate young children’s acquisition of basic science concepts?
2. Whether or not science activities through cooking promote and facilitate young children’ acquisition of science process skills?
To test and verify these, 40 participants of five-year-old children from W kindergarten in Seoul were divided into the same number of two groups: the experimental group and the control group. As tools for basic science concepts, the Basic Science Concepts Test by Jinsook Cho (1998) was used, which was developed by modifying and complementing the test of 232 questions for basic science conceptsdeveloped by the Demonstration and Research Center for Early Education (DARCEE) at Peabody College. For the test of science process skills, the Test for Science Process Skills by Kyungmin Lee (2000) was used, which was made based on the assessment standards for science process skills by Martin (1997). The children in both of the experimental and control groups were tested for basic science concepts and science process skills before the experiment of cooking activities involving basic science concepts and process skills to confirm the similarities between the two groups. Five concepts of size, shape, color, touch, and taste were tested for basic science concepts, and prediction, observation, assortment, measurement, and discussion for science process skills.
The children in the experimental group were divided into six-person small sections and for each section, cooking activities were held once a week for about 30 to 40 minutes, totaling 9 times over a ten week period, during individual activity and small group activity classes. Cooking activities in the experiment were designed to enable children to explore and acquire with ease the five concepts of size, shape, color, touch, and taste and to become active participants in learning process skillsthrough cooking. After the experiment, the same tests were done for each group as before the experiment to measure the change in children’s grasp of basic science concepts and science process skills. The averages and standard deviations of basic science concepts and process skills were calculated for both groups before and after the experiment, and then the t-test was run to test and confirm the differences between the two groups.
The conclusions of this study are as follows.
First, young children in the experimental group, who participated in science activities through cooking, showed a better grasp in basic science concepts than those in the control group, who did not.Children in the experimental group also showed an increased frequency in understanding size, shape, color, touch and taste after the experiment, and this indicates that science activities through cooking considerably facilitate children’s learning and understanding basic science concepts.
Second, young children in the experimental group, who participated in science activities through cooking, showed better science process skills than those in control group, who did not. Children in the experimental group showed an increased frequency in activities of prediction, observation, assortment, measurement, and discussion after the experiment as well, and this indicates that science activities through cooking are very effective on children’s acquisition of science process skills. In conclusion, science activities through cooking contribute a lot to young children’s acquisition of basic science concepts and science process skills.
The purpose of this thesis is to explore and clarify the effect of cooking activities involving science learning on young children’s grasping and learning basic science concepts and science process skills. For this purpose, the following hypotheses are presented and tested.
1. Whether or not science activities through cooking promote and facilitate young children’s acquisition of basic science concepts?
2. Whether or not science activities through cooking promote and facilitate young children’ acquisition of science process skills?
To test and verify these, 40 participants of five-year-old children from W kindergarten in Seoul were divided into the same number of two groups: the experimental group and the control group. As tools for basic science concepts, the Basic Science Concepts Test by Jinsook Cho (1998) was used, which was developed by modifying and complementing the test of 232 questions for basic science conceptsdeveloped by the Demonstration and Research Center for Early Education (DARCEE) at Peabody College. For the test of science process skills, the Test for Science Process Skills by Kyungmin Lee (2000) was used, which was made based on the assessment standards for science process skills by Martin (1997). The children in both of the experimental and control groups were tested for basic science concepts and science process skills before the experiment of cooking activities involving basic science concepts and process skills to confirm the similarities between the two groups. Five concepts of size, shape, color, touch, and taste were tested for basic science concepts, and prediction, observation, assortment, measurement, and discussion for science process skills.
The children in the experimental group were divided into six-person small sections and for each section, cooking activities were held once a week for about 30 to 40 minutes, totaling 9 times over a ten week period, during individual activity and small group activity classes. Cooking activities in the experiment were designed to enable children to explore and acquire with ease the five concepts of size, shape, color, touch, and taste and to become active participants in learning process skillsthrough cooking. After the experiment, the same tests were done for each group as before the experiment to measure the change in children’s grasp of basic science concepts and science process skills. The averages and standard deviations of basic science concepts and process skills were calculated for both groups before and after the experiment, and then the t-test was run to test and confirm the differences between the two groups.
The conclusions of this study are as follows.
First, young children in the experimental group, who participated in science activities through cooking, showed a better grasp in basic science concepts than those in the control group, who did not.Children in the experimental group also showed an increased frequency in understanding size, shape, color, touch and taste after the experiment, and this indicates that science activities through cooking considerably facilitate children’s learning and understanding basic science concepts.
Second, young children in the experimental group, who participated in science activities through cooking, showed better science process skills than those in control group, who did not. Children in the experimental group showed an increased frequency in activities of prediction, observation, assortment, measurement, and discussion after the experiment as well, and this indicates that science activities through cooking are very effective on children’s acquisition of science process skills. In conclusion, science activities through cooking contribute a lot to young children’s acquisition of basic science concepts and science process skills.
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