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NTIS 바로가기Korean journal of child studies = 아동학회지, v.37 no.3, 2016년, pp.69 - 82
김자은 (경희대학교 유아교육과) , 김연하 (경희대학교 아동가족학과)
Objective: This study aimed to explore early childhood educators' anxiety regarding science education via Q-methodology. Methods: As the first step, 268 Q samples were collected from resources such as books and research papers related to science education for young children. Through five stages of e...
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핵심어 | 질문 | 논문에서 추출한 답변 |
---|---|---|
우리나라 유아교사의 과학 교육에 대해 어느 정도 자신감을 느끼고 있는가? | Cho와 Kim (2013)은 과학교과에 관한 지식수준이 높은 교사일수록 과학교수에서 적극성을 가지고 있으며, Kwon (2007)은 과학교수 효능감이 높은 교사들이 지도하는 유아들의 과학 활동 참여도가 과학교수 효능감이 낮은 교사들이 지도하는 유아들의 참여도 보다 높음을 보고하였다. 그러나 우리나라 유아교사는 다른 교과 영역에 비해 과학영역의 지도를 회피하거나 자신 없어 한다고 알려져 있다. 예를 들면, Y. | |
유아과학교육의 성패를 결정짓는 요소로 가장 중요한것은? | 유아과학교육의 성패를 결정짓는 요소로서 교육의 주체인 유아교사의 역량은 매우 중요하다. 유아교사가 과학에 대해 긍정적 또는 부정적 태도인지 혹은 어느 정도의 과학적 지식이 있는지에 따라 교육목표 설정이 달라지며, 나아가서는 교수의 실제가 좌우될 수 있다. | |
유아과학교육에 대한 연구에서 가장 빈번하게 탐색되는 개념은 무엇들이 있는가? | 효율적 유아과학교육은 교사를 통해 달성 될 수 있으나 실제로 우리 유아교사들의 과학교육에 대한 역량과 자신감은 우려할 만한 수준이라는 학계와 현장의 고민을 반영하듯, 유아 교사들의 과학교수와 관련하여 많은 연구들이 진행되었다. 그중 가장 빈번하게 탐색된 개념이 유아교사의 과학 교수 효능감, 유아교사의 과학교과지식, 그리고 과학교수태도이다(B. K. |
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