본 연구는 충청남도 C시에 위치한 C초등학교병설유치원 만 5세 두 개 학급의 유아 50명 중 각 각 25명씩을 실험집단과 비교집단으로 선정하였다. 본 연구에서 사용한 연구도구는 과학적 탐구능력검사를 위하여 Martin(1997)의 과학적 탐구능력 평가 척도를 기초로 이경민(2000)이 제작하고 서윤희(2003)가 수정·보완한 ‘과학적 탐구능력 검사’를 사용하였으며, 의사소통능력 검사를 위하여 우혜진(2012)이 제작하고 양서영(2016)이 수정·보완한 ‘의사소통능력 도구’를 사용하였다. 실험처치 기간은 5주간 총 15회로 이 기간 동안 실험집단은 스토리텔링을 활용한 놀이중심 ...
본 연구는 충청남도 C시에 위치한 C초등학교병설유치원 만 5세 두 개 학급의 유아 50명 중 각 각 25명씩을 실험집단과 비교집단으로 선정하였다. 본 연구에서 사용한 연구도구는 과학적 탐구능력검사를 위하여 Martin(1997)의 과학적 탐구능력 평가 척도를 기초로 이경민(2000)이 제작하고 서윤희(2003)가 수정·보완한 ‘과학적 탐구능력 검사’를 사용하였으며, 의사소통능력 검사를 위하여 우혜진(2012)이 제작하고 양서영(2016)이 수정·보완한 ‘의사소통능력 도구’를 사용하였다. 실험처치 기간은 5주간 총 15회로 이 기간 동안 실험집단은 스토리텔링을 활용한 놀이중심 STEAM교육을 실시하였으며, 비교집단은 누리과정에 기초한 과학 활동을 실시하였다. 실험처치 전 두 집단을 대상으로 사전검사를 실시하였고, 실험처치 후 스토리텔링을 활용한 놀이중심 STEAM교육의 효과를 알아보기 위하여 두 집단을 대상으로 사후검사를 실시하였다. 두 집단의 사전과 사후검사의 평균과 표준편차를 구하고 통계적으로 유의미한 차이가 있는지 알아보기 위해 t검증을 실시하였으며, 통계처리 분석은 SPSS 22.0 프로그램을 사용하였다. 본 연구를 통하여 얻은 결과에 대해 연구문제를 중심으로 요약해 보면 다음과 같다. 첫째, 스토리텔링을 활용한 놀이중심 STEAM교육에 참여한 실험집단과 비교집단 간 과학적 탐구능력의 모든 요소인 예측하기, 관찰하기, 분류하기, 측정하기, 토의하기 평균에서 유의미한 차이가 있었다. 이러한 결과를 통해 스토리텔링을 활용한 놀이중심 STEAM교육이 유아의 과학적 탐구능력 향상에 긍정적인 영향을 미친다는 것을 알 수 있다. 둘째, 스토리텔링을 활용한 놀이중심 STEAM교육에 참여한 실험집단과 비교집단 간 의사소통능력의 하위요소 중 정직을 제외한 8가지 요소인 경청, 예의, 배려, 인정, 존중, 절제, 리더십, 책임감의 평균에서 유의미한 차이가 있었다. 이러한 결과를 통해 스토리텔링을 활용한 놀이중심 STEAM교육이 유아의 과학적 탐구능력과 의사소통능력에 긍정적인 영향을 미친다는 것을 알 수 있다.
본 연구는 충청남도 C시에 위치한 C초등학교병설유치원 만 5세 두 개 학급의 유아 50명 중 각 각 25명씩을 실험집단과 비교집단으로 선정하였다. 본 연구에서 사용한 연구도구는 과학적 탐구능력검사를 위하여 Martin(1997)의 과학적 탐구능력 평가 척도를 기초로 이경민(2000)이 제작하고 서윤희(2003)가 수정·보완한 ‘과학적 탐구능력 검사’를 사용하였으며, 의사소통능력 검사를 위하여 우혜진(2012)이 제작하고 양서영(2016)이 수정·보완한 ‘의사소통능력 도구’를 사용하였다. 실험처치 기간은 5주간 총 15회로 이 기간 동안 실험집단은 스토리텔링을 활용한 놀이중심 STEAM교육을 실시하였으며, 비교집단은 누리과정에 기초한 과학 활동을 실시하였다. 실험처치 전 두 집단을 대상으로 사전검사를 실시하였고, 실험처치 후 스토리텔링을 활용한 놀이중심 STEAM교육의 효과를 알아보기 위하여 두 집단을 대상으로 사후검사를 실시하였다. 두 집단의 사전과 사후검사의 평균과 표준편차를 구하고 통계적으로 유의미한 차이가 있는지 알아보기 위해 t검증을 실시하였으며, 통계처리 분석은 SPSS 22.0 프로그램을 사용하였다. 본 연구를 통하여 얻은 결과에 대해 연구문제를 중심으로 요약해 보면 다음과 같다. 첫째, 스토리텔링을 활용한 놀이중심 STEAM교육에 참여한 실험집단과 비교집단 간 과학적 탐구능력의 모든 요소인 예측하기, 관찰하기, 분류하기, 측정하기, 토의하기 평균에서 유의미한 차이가 있었다. 이러한 결과를 통해 스토리텔링을 활용한 놀이중심 STEAM교육이 유아의 과학적 탐구능력 향상에 긍정적인 영향을 미친다는 것을 알 수 있다. 둘째, 스토리텔링을 활용한 놀이중심 STEAM교육에 참여한 실험집단과 비교집단 간 의사소통능력의 하위요소 중 정직을 제외한 8가지 요소인 경청, 예의, 배려, 인정, 존중, 절제, 리더십, 책임감의 평균에서 유의미한 차이가 있었다. 이러한 결과를 통해 스토리텔링을 활용한 놀이중심 STEAM교육이 유아의 과학적 탐구능력과 의사소통능력에 긍정적인 영향을 미친다는 것을 알 수 있다.
The creative talent education that can demonstrate interdisciplinary abilities, creativity, and the social communion which can create various answers on the complex problems should begin in infancy when there is an infinite potential for development. Therefore, this study intended to present the app...
The creative talent education that can demonstrate interdisciplinary abilities, creativity, and the social communion which can create various answers on the complex problems should begin in infancy when there is an infinite potential for development. Therefore, this study intended to present the application method of ‘storytelling’, and ‘play’, which is a young children-based teaching and learning method, and to prove the educational effect of this program for young children STEAM education for fostering creative convergence talents. In other words, it is not just a study of applying the existing STEAM education to the young children education field, but it intended to investigate the effect of STEAM education program focusing on the playful development of STEAM education based on young children by applying teaching and learning principle which is appropriate to the characteristics of young children, the subjects of learning. Therefore, the research questions set in this study are as follows.
Research Question 1. What are the effects of the play-based STEAM education using storytelling on young children’s scientific inquiry ability?
Research Question 2. What are the effects of the play-based STEAM education using storytelling on young children’s communication ability?
In this study, 25 out of 50 infants aged 5 years old in two classes in the kindergarten attached to C elementary school in C city, Chungcheongnam-do, were selected as the experimental group, and the comparison group, respectively. The experimental treatment was conducted 15 times in total for five weeks, the play-based STEAM education using storytelling was conducted in the experimental group, and scientific activities based on Nuri process were conducted in the comparison group. This program which was conducted in the experimental group consisted of a series of overall story composition in three stages of Situation - Creative Design – Emotional Touch. The young children were immersed in the context of this story and perceived the problem situation as their own stories, and naturally experienced the scientific concept in their daily lives, voluntarily exploring the scientific principles and experimenting with their peers in STEAM activities. In other words, they embodied the problems where the fields of science, technology, engineering, art, and math were converged in their own unique expressions such as the activities of dramatic play, sand play, and stacking play, and artistic expression based on rich imagination and various opinions. A pre-test was performed for the two groups before the experimental treatment, and to find out the effects of the play-based STEAM education using storytelling after the experimental treatment, a post-test was done for them. The t-test was performed to obtain the mean and standard deviation of pre- and post -test of the two groups and to see if there was a statistically significant difference, and SPSS 22.0 program was used for statistical processing analysis.
As a result of this study, the effects of this program are as follows.
First, there was a significant difference in the mean of prediction, observation, classification, measurement, and discussion, which are all elements of scientific inquiry ability between the experimental group who took part in the play-based STEAM education using storytelling and the comparison group. It is meaningful that young children had an educational experience of actively solving the problems of daily life in a creative way with an attitude to explore them. The results of this study, which were positive for the promotion of the ability and attitude to explore scientifically with curiosity in daily life, are those that support the applicability of this STEAM program to the educational field.
Second, there was a significant difference in the mean of listening, courtesy, caring, recognition, respect, moderation, leadership, and responsibility which were eight sub-elements(excluding honesty) of communication ability between the experimental group who took part in the play-based STEAM education using storytelling and the comparison group. In this way, it is meaningful that young children solved problems, acquired and used the concepts and principles of science, technology, engineering, mathematics, and arts, internalized the knowledge in linguistic expressive process that they efficiently explained the solutions which they planned, and they improved their communication ability by sharing and compromising the solutions with their peers.
As a result of this study, it can be known that the play-based STEAM education using storytelling that proceeds with the creative production and the emotional experience through the play with the goal of exploring scientific principles in daily life, actively communicating with others, and solving problems with convergence can improve the abilities of scientific inquiry and communication. This proves that if the teaching and learning method appropriate to young children is applied, STEAM education can be applied to young children education, and suggests that the education for fostering convergence talents should start from early childhood. Through the play-based STEAM education using storytelling, young children will be able to grow into competent talents who can adapt to the future society.
The creative talent education that can demonstrate interdisciplinary abilities, creativity, and the social communion which can create various answers on the complex problems should begin in infancy when there is an infinite potential for development. Therefore, this study intended to present the application method of ‘storytelling’, and ‘play’, which is a young children-based teaching and learning method, and to prove the educational effect of this program for young children STEAM education for fostering creative convergence talents. In other words, it is not just a study of applying the existing STEAM education to the young children education field, but it intended to investigate the effect of STEAM education program focusing on the playful development of STEAM education based on young children by applying teaching and learning principle which is appropriate to the characteristics of young children, the subjects of learning. Therefore, the research questions set in this study are as follows.
Research Question 1. What are the effects of the play-based STEAM education using storytelling on young children’s scientific inquiry ability?
Research Question 2. What are the effects of the play-based STEAM education using storytelling on young children’s communication ability?
In this study, 25 out of 50 infants aged 5 years old in two classes in the kindergarten attached to C elementary school in C city, Chungcheongnam-do, were selected as the experimental group, and the comparison group, respectively. The experimental treatment was conducted 15 times in total for five weeks, the play-based STEAM education using storytelling was conducted in the experimental group, and scientific activities based on Nuri process were conducted in the comparison group. This program which was conducted in the experimental group consisted of a series of overall story composition in three stages of Situation - Creative Design – Emotional Touch. The young children were immersed in the context of this story and perceived the problem situation as their own stories, and naturally experienced the scientific concept in their daily lives, voluntarily exploring the scientific principles and experimenting with their peers in STEAM activities. In other words, they embodied the problems where the fields of science, technology, engineering, art, and math were converged in their own unique expressions such as the activities of dramatic play, sand play, and stacking play, and artistic expression based on rich imagination and various opinions. A pre-test was performed for the two groups before the experimental treatment, and to find out the effects of the play-based STEAM education using storytelling after the experimental treatment, a post-test was done for them. The t-test was performed to obtain the mean and standard deviation of pre- and post -test of the two groups and to see if there was a statistically significant difference, and SPSS 22.0 program was used for statistical processing analysis.
As a result of this study, the effects of this program are as follows.
First, there was a significant difference in the mean of prediction, observation, classification, measurement, and discussion, which are all elements of scientific inquiry ability between the experimental group who took part in the play-based STEAM education using storytelling and the comparison group. It is meaningful that young children had an educational experience of actively solving the problems of daily life in a creative way with an attitude to explore them. The results of this study, which were positive for the promotion of the ability and attitude to explore scientifically with curiosity in daily life, are those that support the applicability of this STEAM program to the educational field.
Second, there was a significant difference in the mean of listening, courtesy, caring, recognition, respect, moderation, leadership, and responsibility which were eight sub-elements(excluding honesty) of communication ability between the experimental group who took part in the play-based STEAM education using storytelling and the comparison group. In this way, it is meaningful that young children solved problems, acquired and used the concepts and principles of science, technology, engineering, mathematics, and arts, internalized the knowledge in linguistic expressive process that they efficiently explained the solutions which they planned, and they improved their communication ability by sharing and compromising the solutions with their peers.
As a result of this study, it can be known that the play-based STEAM education using storytelling that proceeds with the creative production and the emotional experience through the play with the goal of exploring scientific principles in daily life, actively communicating with others, and solving problems with convergence can improve the abilities of scientific inquiry and communication. This proves that if the teaching and learning method appropriate to young children is applied, STEAM education can be applied to young children education, and suggests that the education for fostering convergence talents should start from early childhood. Through the play-based STEAM education using storytelling, young children will be able to grow into competent talents who can adapt to the future society.
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