The purpose of this study was to promote the positive attitude toward science and art of 5-year-old young children and to raise their creativity and scientific attitude. And to provide young children with the ability to challenge not only science and technology, but also to have imagination, artisti...
The purpose of this study was to promote the positive attitude toward science and art of 5-year-old young children and to raise their creativity and scientific attitude. And to provide young children with the ability to challenge not only science and technology, but also to have imagination, artistic sensitivity and problem solving by focusing on cultivating critical, creative and convergent literacy.
The research contents of this as were follow:
1. The development of artistic integrated early childhood science education
program for creativity promotion.
2. The validation of the appropriateness of artistic integrated early childhood
science education program for creativity promotion.
This study was conducted through the following procedures:
Arts integration for the promotion of creativity In order to establish the plan for the development of science education program for 5 years old, related researches such as early childhood science education, early childhood arts education, arts integration activities, integration activities, creative thinking techniques, creativity activities, creativity education programs, The purpose of this study was to investigate the purpose and objectives of educational program for early childhood science for creativity enhancement. Based on the literature review and needs research, the program development system was selected. Based on the results, the applicability of the contents of the program and program, possibility of field application, verification of expert consultation.
In conclusion:
The purpose of this study is to develop the artistic integrated early childhood science education program for creativity enhancement by selecting goals and objectives, contents of education, teaching and learning methods, Chemistry, life sciences, earth sciences, and environmental sciences into the arts of music, art, body expression, and literature. The detailed elements of the artistic domain are rhythm, rhythm, rhythm, harmony, form, pace, dynamics, tone, aesthetic elements, point, line, shape, color, contrast, texture, space, Recognition, rhythm action, creative body expression. The literary elements are composed of the components of each subject area and the creative thinking method such as Brainstorming, Forced relationships, Synectics technique, Scamper technique, Attribute listing, Lutus Blossom technique, PMI(Plus Minus Interest) technique, CPS(Creative Problem Solving) technique And integrated into the curriculum for 21 artistic integrated children's science education programs. As a result of field validation, we confirmed that this program was suitable for activities to promote the creativity of young children through the integration of art and science, to form a positive attitude of art and science, and to develop the ability to form and practice fusion thinking. I was able to.
Based on the conclusion, suggestions for future research are as follows:
First, there is a need for specific indicators that can evaluate infants through the development of tools to analyze and test children 's scientific attitude, artistic sensibility and creativity more systematically.
Second, the study was conducted as a single group to verify the validity of field application. There is a limitation in the study that the difference between the program and the comparative group was not verified. Therefore, in order to verify the effect of the program, quantitative data by pre- and post-test, as well as concrete qualitative analysis in which the child develops scientific attitude and creativity is needed.
Third, it is necessary to develop artistic integrated education program for young children aged 3-5 years for creativity promotion in consideration of characteristics of early childhood science education, early childhood art education, integrated education, and creativity education.
Fourth, the systematic education and data dissemination are needed to practice not only science education but also arts and integrated education. Also, it is necessary to study the development and effects of teacher education programs and artistic integrated early childhood science education programs for early childhood teachers’Teacher education model and program development.
The purpose of this study was to promote the positive attitude toward science and art of 5-year-old young children and to raise their creativity and scientific attitude. And to provide young children with the ability to challenge not only science and technology, but also to have imagination, artistic sensitivity and problem solving by focusing on cultivating critical, creative and convergent literacy.
The research contents of this as were follow:
1. The development of artistic integrated early childhood science education
program for creativity promotion.
2. The validation of the appropriateness of artistic integrated early childhood
science education program for creativity promotion.
This study was conducted through the following procedures:
Arts integration for the promotion of creativity In order to establish the plan for the development of science education program for 5 years old, related researches such as early childhood science education, early childhood arts education, arts integration activities, integration activities, creative thinking techniques, creativity activities, creativity education programs, The purpose of this study was to investigate the purpose and objectives of educational program for early childhood science for creativity enhancement. Based on the literature review and needs research, the program development system was selected. Based on the results, the applicability of the contents of the program and program, possibility of field application, verification of expert consultation.
In conclusion:
The purpose of this study is to develop the artistic integrated early childhood science education program for creativity enhancement by selecting goals and objectives, contents of education, teaching and learning methods, Chemistry, life sciences, earth sciences, and environmental sciences into the arts of music, art, body expression, and literature. The detailed elements of the artistic domain are rhythm, rhythm, rhythm, harmony, form, pace, dynamics, tone, aesthetic elements, point, line, shape, color, contrast, texture, space, Recognition, rhythm action, creative body expression. The literary elements are composed of the components of each subject area and the creative thinking method such as Brainstorming, Forced relationships, Synectics technique, Scamper technique, Attribute listing, Lutus Blossom technique, PMI(Plus Minus Interest) technique, CPS(Creative Problem Solving) technique And integrated into the curriculum for 21 artistic integrated children's science education programs. As a result of field validation, we confirmed that this program was suitable for activities to promote the creativity of young children through the integration of art and science, to form a positive attitude of art and science, and to develop the ability to form and practice fusion thinking. I was able to.
Based on the conclusion, suggestions for future research are as follows:
First, there is a need for specific indicators that can evaluate infants through the development of tools to analyze and test children 's scientific attitude, artistic sensibility and creativity more systematically.
Second, the study was conducted as a single group to verify the validity of field application. There is a limitation in the study that the difference between the program and the comparative group was not verified. Therefore, in order to verify the effect of the program, quantitative data by pre- and post-test, as well as concrete qualitative analysis in which the child develops scientific attitude and creativity is needed.
Third, it is necessary to develop artistic integrated education program for young children aged 3-5 years for creativity promotion in consideration of characteristics of early childhood science education, early childhood art education, integrated education, and creativity education.
Fourth, the systematic education and data dissemination are needed to practice not only science education but also arts and integrated education. Also, it is necessary to study the development and effects of teacher education programs and artistic integrated early childhood science education programs for early childhood teachers’Teacher education model and program development.
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