[논문]Exploring the effects of unplugged play for children aged 3, 4 and 5 - Based on Bee-bot -

Kwon, Un-jou; Nam, Ki-won; Lee, Ji-hyun

doi:10.17703/ijact.2020.8.2.239

Exploring the effects of unplugged play for children aged 3, 4 and 5 - Based on Bee-bot - 원문보기

The International journal of advanced culture technology, v.8 no.2, 2020년, pp.239 - 245

Kwon, Un-jou (Department of Early Childhood Education, Chung-ang University) , Nam, Ki-won (Department of Early Childhood Education, Chung-ang University) , Lee, Ji-hyun (Department of Early Childhood Education, Chung-ang University)

Abstract ▼ AI-Helper

With the recent revised curriculum, the importance of exploring children's play through new teaching media is increasing in kindergarten. In this study, it is to use the robot 'Bee-bot' for early children to uncover the changes that children have through free exploration and play. As a result of comparing the change of scientific problem-solving ability of 3, 4, and 5-year-olds, there were significant changes in all three sub-elements. We propose to us scientific problem-solving ability test tools, propose and apply ideas for problem-solving, conclusion on problem-solving Building. Through this, it was found that unplugged play using 'Bee-bot' is meaningful as a play environment and as a teaching medium for children aged 3, 4 and 5 years old.

주제어

표/그림 (5)

그림 Figure 1. Bee-Bot.
표 Table 1. shows the contents of the study subjects participating in the study.
표 Table 2. 30 rounds of unplugged play in treatment group
표 Table 3. Results of pre- and post-test by group of scientific problem-solving abilities
그림 Figure 2. Graphical Representation of mean values Obtained by children

AI 본문요약
AI-Helper

* AI 자동 식별 결과로 적합하지 않은 문장이 있을 수 있으니, 이용에 유의하시기 바랍니다.

제안 방법

Accordingly, this study aims to verify the effect of unplugged play based on Bee-bot on children's scientific problem-solving ability for who aged 3, 4, and 5 years.
After a review by two early-childhood experts to confirm the instrument’s developmental appropriateness and validity, some tasks were modified slightly to enhance clarity and efficiency.
The unplugged play used in this study was developed by one professor of early childhood education based on the instructions for teachers of Nuri curriculum by age 3 to 5, and was verified by one child education expert, one robot expert, and one computer engineering professor. In addition, the program was organized to facilitate handling of children who have not used the robot. Accordingly, the unplugged play program was conducted, and the activity was organized based on the national level curriculum.
During the unplugged play implemented after the pretest, the kindergarteners were engaged in three stages of exploring and understanding play activities and applications (see Table 1). The researcher administered the application phase in small groups within the treatment group. Each activity in the phase took 13 to 30 min.
The overall study schedule was approximately 7 months from February 18, 2019 to August 30, 2019. The unplugged plays were performed 30 times over 15 weeks in 2019, and a post-test was administered to each kindergartner. It is based on the five play experiences of physical exercise·health, communication, social relations, art experience, and natural exploration suggested by Nuri- curriculum which is the national level curriculum.
This study analyzed the data collected using the SPSS 25.0 Statistical Program to find out the effects of unplugged plays for children aged 3, 4 and 5 on the scientific problem-solving ability of them. The average and standard deviation were calculated from the results of the monthly age and pre-test of the children, and the independent sample t-test was conducted to confirm whether the treatment group and the comparison group were homogeneous.
Two kindergarten classes were separately designated to be a treatment group and a comparison group in Korea. This study included pre-tests and post-tests in both groups. In both the treatment and comparison groups, the children were tested to determine their scientific problem-solving ability.

대상 데이터

The study sample consisted of 90 children from two urban private kindergartens in the Republic of Korea. At the time of the experiment, the children were 3, 4 and 5 years old. There were 42 girls and 48 boys.
The study sample consisted of 90 children from two urban private kindergartens in the Republic of Korea. At the time of the experiment, the children were 3, 4 and 5 years old.
The unplugged play used in this study was developed by one professor of early childhood education based on the instructions for teachers of Nuri curriculum by age 3 to 5, and was verified by one child education expert, one robot expert, and one computer engineering professor. In addition, the program was organized to facilitate handling of children who have not used the robot.
At the time of the experiment, the children were 3, 4 and 5 years old. There were 42 girls and 48 boys.

데이터처리

The average and standard deviation were calculated from the results of the monthly age and pre-test of the children, and the independent sample t-test was conducted to confirm whether the treatment group and the comparison group were homogeneous. In order to see if unplugged play for children aged 3, 4 and 5 had a significant impact on their scientific problem-solving abilities, a t-test was conducted on the pre- and post- test to analyze differences between groups.

이론/모형

It is based on the five play experiences of physical exercise·health, communication, social relations, art experience, and natural exploration suggested by Nuri- curriculum which is the national level curriculum.
To measure the children’s scientific problem-solving ability, we adapted the Korean version [8] of Tegane, Sawyer and Moran’s (1989)[9] original scientific problem-solving ability instrument.

성능/효과

Pre-test of activities to detect scientific problem-solving skills suggested activities using whistles and syringes, while post-test suggested activities using combs and wheels to exclude the effects of pre-examination. Each measurement item was given a score of 0 to 3 on the four-point scale according to the evaluation criteria presented, so that the total score was equal to the lowest of 0 to the highest of 18 points, and the higher the total score, the higher the scientific problem solving ability. It took about 10 minutes per one child.
In particular, it should be noted that the results of this study proved that Bee-bot was meaningful as a play environment and as a teaching medium for all 3, 4, and 5 years old children, who are preschoolers. It has great implications for the direction of education and the composition of the environment.
0 Statistical Program to find out the effects of unplugged plays for children aged 3, 4 and 5 on the scientific problem-solving ability of them. The average and standard deviation were calculated from the results of the monthly age and pre-test of the children, and the independent sample t-test was conducted to confirm whether the treatment group and the comparison group were homogeneous. In order to see if unplugged play for children aged 3, 4 and 5 had a significant impact on their scientific problem-solving abilities, a t-test was conducted on the pre- and post- test to analyze differences between groups.

참고문헌 (12)

I Korea, "Nuri course to develop future competency Revision direction: Early childhood education course to play and learn", Fall Early Childhood Education Conference, 2018.
Essa, E.V., Introduction to early childhood education(3rd ed.), NY : Delmer Publishing, 1999.
Bell, T., Fellows M. Computer Science Unplugged...off-line activities and games for all ages, 1998. http://unplugged.canterbury.ac.nz.
Harlen, W., The Development of scientific concepts in young children. Educational Research, 11(1), 4-13, 1968.

상세보기
K. W. Nam., U. J. Kwon., & S. C. Han., A Study on the Effectiveness of a Robotics curriculum based on. International Journal of Advanced Culture Technology, 7(3), 79-85, 2019.
E. J. Lee., "Effects of Unplugged Education using Physical Activity on Children's Scientific Problem Solving and Sequencing ability", Chung-Ang University Master's Thesis, 2019.
K. W. Nam et al., "Connecting Plans to Action: The Effects of a Card-Coded Robotics Curriculum and Activities on Korean Kindergartners", The Asia-Pacific Education Researcher, pp. 1-11. 2019.
Tegano, D. W., Sawyers, J. K., & Moran III, J. D., "Problem-finding and solving in play: The teacher's role", Childhood Education, Vol. 66, No. 2, pp. 92-97, 1989.

상세보기
K. H. Jang., "The Effects of Inquire Learning Oriented Science Teaching Method on the Development of Creativity and Problem-Solving Ability of Young Children", Sook-Myung Women's University Graduate School of Education Master's Thesis, 1994.
N. H. Kim., The Effect of Invention Activities by STEAM Education Approach on Creativity and Scientific Problem-Solving Ability of Children. Chung-Ang University Graduate School of Education Master's Thesis, 2015.
H. S. Cho., S. H. Kim., & S. O, Oh., The Effects of Science Activities Using Storytelling on Children's Scientific Problem-Solving Ability and Language Understanding, Korean Society of Children's Literature & Education, 16 (4), 267-292, 2015.
I. Y. Park., The effect of science activities based on the PBL (Problem Based Learning) approach on children's scientific problem-solving ability and interpersonal problem-solving ability. Chung-Ang University Master's Thesis, 2017.

내보내기 구분	파일저장 인쇄 메일전송
구성항목	기본정보 상세정보 관리번호, 논문명, 저널/프로시딩명, 저자 , 발행년, 권, 호, 시작페이지, 끝페이지, 발행기관 관리번호, 논문명, 대등논문명, 저자 , 저널/프로시딩명, 발행기관, 발행년, 발행언어, 권, 호, 시작페이지, 끝페이지, ISBN, ISSN, 주제분야, 키워드, 초록(한글), 초록(영문), 저자(소속기관)
저장형식	Text(ASCII format) Excel format RefWorks Direct Export RIS format (for Reference Manager, ProCite, EndNote), Scholar's Aids, Mendeley
메일정보	받는사람 (필수) @ 보내는사람 (선택) @ 제목 내용 KISTI 검색결과 이메일 서비스
안내	총 건의 자료가 검색되었습니다. 다운받으실 자료의 인덱스를 입력하세요. (1-10,000) 검색결과의 순서대로 최대 10,000건 까지 다운로드가 가능합니다. 데이타가 많을 경우 속도가 느려질 수 있습니다.(최대 2~3분 소요) 다운로드 파일은 UTF-8 형태로 저장됩니다. 파일의 내용이 제대로 보이지 않을실 때는 웹브라우저 상단의 보기 -> 인코딩 -> 자동선택 여부를 확인하십시오. ~ Text(ASCII format) Excel format

연합인증