Earticle

본 연구는 스마트 디바이스를 활용한 STEAM 프로그램이 유아의 과학적 탐구태도 및 과학적 문제해결 력에 미치는 영향을 알아보고자 한다. 이를 위해 대구광역시에 소재한 유치원 만 5세 유아 38명(실험집단 18명, 비교집단 20명)을 대상으로 진행하였다. 연구도구는 과학적 탐구태도와 과학적 문제해결력 검사 도구를 실시하였 다. 자료분석은 본 프로그램의 효과를 알아보기 위하여 공분산분석을 실시하였다. 연구결과 첫째, 스마트 디바이스 를 활용한 STEAM 프로그램은 전체 과학적 탐구 태도에서 유의미한 영향을 미치는 것으로 나타났다. 둘째, 스마 트 디바이스를 활용한 STEAM 프로그램을 적용한 실험집단의 전체 과학적 문제해결력 점수가 비교집단의 점수 보다 유의한 차이로 높게 나타났다. 따라서 본 연구는 스마트 디바이스를 활용한 STEAM 프로그램이 유아의 과 학적 탐구태도 및 과학적 문제해결력에 긍정적인 영향을 미친다는 것을 시사한다.

The purpose of this study is to investigate the impact of a STEAM program using smart devices on children's scientific inquiry attitude and scientific problem-solving skills. For this purpose, the study was conducted on 38 5-year-old kindergarten children in Daegu Metropolitan City (18 in the experimental group and 20 in the comparison group). The research tools used were scientific inquiry attitude and scientific problem-solving ability test tools. For data analysis, covariance analysis was performed to determine the effectiveness of this program. Research results: First, the overall scientific inquiry attitude score of the experimental group that applied the STEAM program using smart devices was significantly higher than that of the comparison group. Second, the overall scientific problem-solving ability score of the experimental group that applied the STEAM program using smart devices was significantly higher than that of the comparison group. Therefore, this study suggests that STEAM programs using smart devices have a positive effect on children's scientific inquiry attitude and scientific problem-solving skills

The purpose of this study was to examine the effect of scientific discussion classes focusing problem finding on the primary school students’ scientific creative problem solving ability, science process skills and attitude toward science class. To verify this research problem, the subject of this study was fifth-grade students selected from four classes of M elementary school located in Busan city. For four months, the experimental group of 51 students was taught using the "scientific discussion classes focusing problem finding". The control group also of 53 students was taught in normal classes which used a text-book. All students were given pre and post test to verify the effects of scientific discussion classes focusing problem finding on the primary school students’ scientific creative problem solving ability, science process skills and attitude toward science class. The results from this study are as the following. First, the scientific discussion classes focusing problem finding were effective in scientific creative problem solving ability among the primary school students. It is possibly because in the process where one student compare his/her own thoughts with the others' ones and discuss them. Second, the scientific discussion classes focusing problem finding were effective in science process skills among the primary school students. Third, the scientific discussion classes focusing problem finding were effective in attitude toward science class. In conclusion, the scientific discussion classes focusing problem finding had positive effects on improvement of primary school students' scientific creative problem solving ability, science process skills and also could lead to a change in students’ cognition about science class to a positive way. Therefore, the scientific discussion class focusing problem finding is hopefully to be provided as an effective instructive strategy of science class in school in the future.

본 연구에서는 창의 산출물 활동이 초등 과학 영재 의 과학적 태도, 자기효능감, 창의적 문제해결력에 어 떤 영향을 미치는지 알아보고자 하였다. 이를 위하여 K도에 위치한 G초등학교 과학영재반 학생 20명을 연 구 대상으로 하였고 본 수업에 앞서 모의 창의 산출물 활동 수업을 진행하였다. 모의 수업 후 창의 산출물 활 동 본 수업을 8차시 5주 동안 진행하였으며 사전 사후 의 검사지를 분석하여 다음과 같은 결과를 얻었다. 첫 째, 창의 산출물 활동은 초등 과학영재반 학생들의 과 학적 태도 향상에 유의미한 효과가 있었다. 둘째, 창의 산출물 활동은 초등 과학영재반 학생들의 자기효능감 향상에 유의미한 효과가 있었다. 셋째, 창의 산출물 활 동은 초등 과학영재반 학생들의 창의적 문제해결력 향 상에 유의미한 효과가 있었다. 기존 수업 방법과는 달 리 학생 주도적 개방형 탐구를 실시하였기 때문에 학 생들은 이 과정에서 잦은 실패와 시행착오를 겪어야 했고 아쉬움을 토로하기도 하였지만 동료와 함께 주제 에 대해 직접 실험을 설계하면서 의견을 나누고 탐구 문제를 해결해가는 과정이 즐겁고 만족스러웠다고 진 술하였다. 앞으로 과학영재교육 대상자들을 위해 창의 산출물 활동 수업을 더 효과적으로 활용할 수 있는 프 로그램이 개발되어서 교육 현장에 널리 보급될 수 있 도록 하는 노력이 필요하리라 생각된다.

The purpose of this study was to examine the effects of creative product performance on scientific attitude, scientific self efficacy and creative problem solving ability of science-gifted elementary students. The subjects of the study were 20 students who were enrolled in science-gifted class of G elementary school. 8 period lessons of the creative product performance were given to the students after simulated creative product performance lessons. Pre and post tests were done before and after executing lessons to assess the change of students’ scientific attitude, scientific self efficacy and creative problem solving ability. The findings and results of this study can be summarized as follows: First, creative product performance had meaningful effect in improving scientific attitude of science-gifted students. Second, creative product performance had meaningful effect in improving scientific self efficacy of science-gifted students. Third, creative product performance had meaningful effect in improving creative problem solving ability of science-gifted students. From questionnaire interview, we could know that subject students had difficulties in carrying out the performance at first but after the performance they came to have favorable impression and high satisfaction level about the performance.

본 연구의 목적은 STEAM(융합인재교육)활동이 유아의 과학과정기술과 문제해결력에 미치는 효과를 알아보는데 있다. 연구대상은 G시에 소재한 S어린이집과 H어린이집의 만 5세 유아 34명으로 실험집단 17명과 통제집단 17명 이었다. 실험집단은 8주 동안 STEAM 활동에 참여하였고, 통제집단은 일반적인 과학 활동에 참여하였다. 연구절차는 예비연구, 사전검사, 실험처치, 사후검사의 순으로 이루어졌다. 연구결과는 다음과 같다. 첫째, 실험집단은 전체 과학과정 기술에서 통제집단보다 유의미하게 점수가 높은 것으로 나타났다. 둘째, 실험집단은 전체 문제해결 능력에서 유의미하게 점수가 높은 것으로 나타났다. 이러한 결과는 유아의 STEAM 활동 경험이 유아의 과학과정기술과 유아의 문제해결 능력 향상에 효과적인 교수학습방법이 될 수 있다는 것을 제안한다.

The purpose of this study was examine the effects of STEAM(Science-Technology-Engineering-Art-mathematics) activities on young children's scientific process skill ability and problem solving ability. Subjects were 34 five-year-old young children from S and H child care centers located in G city. Subjects were divided into an experimental(n=17) and a control group(n=17). The experimental group took part in the STEAM activities during 8 weeks, while the control group took part in the traditional science activities. The procedure for this study consisted of a pre-study, a pre-test, the treatment, and a post-test schedule. The results of this study were as follows: First, the experimental group showed significantly higher score than the control group in total scientific process skill ability. Second, the experimental group showed significantly higher score than the control group in total problem solving ability. These findings suggest that the experience of STEAM activities for young children can be effective teaching-learning methods for young children's scientific process skill ability and problem solving ability.

최근 들어 과학글쓰기 교수법에 대한 관심이 높아지고 있다. 이러한 시대 추세에 따라 글쓰기 지도를 위한 과학영재학생들의 초인지 수준을 점검하였다. 그리고 과학적 사고력과 창의적 문제해 결력이 요구되는 과학 글쓰기에 어떤 특성을 보이는 지 분석하였다. 그 결과 과학글쓰기를 통해 본 과학적 사고력은 문항의 성격에 따라 달라지지만, 대체로 수업에 적극적인 초등학생들이 높게 나타 났다. 그리고 과학글쓰기를 통해 본 문제해결력은 탐구 경험이 많은 중학생들이 높게 나타났다. 이러 한 결과로부터, 수업의 적극성이 과학적 사고력에 관여하고, 탐구기능의 숙달여부가 창의적 문제해 결력에 관여함을 알 수 있었다.

Recently, we concern the teaching method of science writing. For teaching science writing, to examine the meta-cognition level of scientifically gifted students. And analyze the scientifically gifted students' characteristic of science writing in scientific thinking and creative problem solving. Finally, positive elementary school students in class are very high scientific thinking ability. And middle school students have much experience in inquiry are very high creative problem solving ability. So, I could know that positive participation in class is involved scientific thinking ability and proficiency of inquiry skill is involved creative problem solving ability.

본 연구의 목적은 탐구 중심 실험활동이 유아의 과학적 태도 및 문제해결력에 어떠한 영향을 미치는지 알아보는데 있고, 연구 대상은 경기도 시흥시에 소재한 2개 병설유치원에 재원 중인 만 5세 유아 30명으로 실험집단 15명, 통제집단 15명이었다. 연구 도구는 과학적 태도 검사와 문제해결력 검사를 사용하였고. 연구 문제를 검증하기 위하여 각 집단별 평균 증가 점수에 대한 t검증을 실시하였다. 탐구 중심 실험활동을 실시한 실험집단과 실시하지 않은 통제집단간의 과학적 태도와 문제해결력에는 유의한 차이가 있었다. 즉, 탐구 중심 실험활동이 유아의 과학적 태도 및 문제해결력을 향상시키는데 긍정적인 영향을 미치는 것으로 나타났다.

The purpose of this study was to examine the educational effect of the inquiry - oriented experimental The subjects of the study were 30 of a five-year-old child from two of annexed kindergartens to Elementary Schools in Siheung, Gyeonggi. The 15 children from one kindergarten were put in Experimental Group and the rest of children from the other were put in Control Group for the study. Measuring tools for this study included a scientific attitude test and a problem-solving ability test. To verify the result of the study, t-verification method was used for calculating the incremental mean of two groups. There was an meaningful difference between two groups of experimental and control in scientific attitude and young children's problem-solving ability. This showed the inquiry-oriented experimental activities had positive effects on young children's scientific attitude and young children's problem-solving ability.

본 연구는 예비유아교사들이 PBL에 기반한 유아과학교육을 경험하고 난 후 그에 대한 효과를 검증 하는 데 그 목적이 있다. 이를 통해 예비유아교사들의 과학적 태도, 과학교수 효능감, 문제해결능력을 증진시키고, 유아과학 교사교육의 교수-학습 방법에 대한 모색과 유아과학교육 수업 운영에 대한 이 해를 확장시키고자 하였다. 이를 위해 A시 A대학 유아교육과의 2015년 1학기 유아과학교육 수업을 수강하는 3학년 전체 학생들을 연구의 대상으로 A반 20명을 실험집단으로, B반 20명을 통제집단으로 설정하였다. 연구도구는 ‘과학적 태도 검사 도구’(김명애, 2002), ‘과학교수 효능감 검사 도구’(Enoch, Riggs, 1990), ‘문제해결능력 검사 도구’(Heppner, Peterson, 1982)를 사용하였다. 연구결과는 SPSS 23.0 프로그램을 이용하여 독립표본 t-검증을 실시하였다. 실험결과 예비유아교사의 유아과학교육을 위해 계획된 PBL 기반 유아과학교육은 예비유아교사의 과학적 태도, 과학교수 효능감, 문제해결능력 증진에 효과적인 것으로 나타났다.

The purpose of this study was to analyze the effects of early childhood science education based on PBL on pre-service early childhood teachers. The experiment was performed in an early childhood science education class held at A university, in the same department, in the first semester of 2015. The participants were divided into an experimental group (20) and control group (20). In order to determine the post-application effect of PBL, several tests including scientific attitude, science teaching efficacy, and problem solving ability were carried out both in pre- and post-application of PBL. The data collected were analyzed by the statistical program of SPSS 23.0. The Early Childhood science education based on PBL was found to be effective in improving scientific attitude, science teaching efficacy, and problem solving ability of pre-service early childhood teachers.

본 연구의 목적은 개방형 탐구실험이 2015 개정 과학과 교육과정에서 제시한 과학과 핵심역량 중 과학적 문제해결력과 과학적 의사소통능력 함양에 미치는 효과를 탐색하는 것이다. 서울 소재의 사범대학 예비과학교사를 대상으로 실험반과 비교반에 각각 ‘개방형 탐구화학실험’과 ‘안내된 탐구화학실험’을 한 학기 동안 9 차시에 걸쳐 진행하였다. 수업 처치 전과 후에 동일한 검사지를 사용하여 과학적 문제해결력과 과학적 의사소통능력에 대한 인식 검사와 사후에 개인 면담을 진행하였다. 본 연구의 결과는 다음과 같다. 첫째, 과학적 문제해결력 분석 결과, 개방형 탐구와 안내된 탐구 사이에 유의미한 차이가 없었다(p>.05). 하위 영역 중 비판적 문제해결과 자료수집 및 분석 영역은 개방형 탐구의 효과가 유의미하게 높게 나타났다(p<.05). 둘째, 과학적 의사소통능력 분석 결과, 개방형 탐구가 안내된 탐구보다 유의미하게 긍정적 효과가 있는 것으로 나타났다(p<.05). 하위 영역 중 의사 표현 및 의견조정 영역에서 유의미한 효과가 있는 것으로 나타났다(p<.05).

The purpose of this study is to investigate the effects of open inquiry of pre-service science teachers in developing scientific problem solving ability and scientific communication ability among science key competencies presented in the 2015 revised curriculum. We conducted ‘open inquiry chemistry experiment’ for the experimental group and ‘guided inquiry chemistry experiment’ for the comparative group for one semester. Before and after the class, we used the questionnaires and the personal interview to measure scientific problem solving ability and scientific communication ability. The results of this study are as follows. First, there was no significant difference in the scientific problem solving ability between open inquiry and guided inquiry(p> .05). In that sub-area, there was significant difference in critical problem solving and data collection and analysis between the two groups(p< .05). Second, there was significant difference in the scientific communication ability between open inquiry and guided inquiry(p< .05). In that sub-area, there was significant difference in expressing and coordinating opinions between the two groups(p< .05).

본 연구는 생태그림책의 문맥과 연결된 과학 활동이 유아의 과학적 태도와 과학적 문제해결력에 미치는 영향을 알아보는데 목적이 있다. 연구대상은 만 5세 유아로 실험집단 26명, 비교집단 21명의 총 47명이었으며, 실험처치는 8주간에 걸쳐 이루어졌다. 이 기간 중 실험집단에게는 생태그림책 내용에 대한 이야기 나누기 활동을 연계해 생태그림책의 문맥에서 이끌어 낸 과학 활동을 경험하도록 하였고, 비교집단에게는 생태그림책과의 연계 없이 실험집단과 동일한 과학 활동만 경험하도록 하였다. 이 두 집단을 대상으로 과학적 태도와 과학적 문제해결력의 집단 간 차이를 검증해 본 결과, 생태그림책의 문맥과 연결된 과학 활동은 그렇지 않은 과학 활동에 비해 유아의 과학적 태도와 과학적 문제해결력 향상에 더 도움이 되는 것으로 나타났다.

The purpose of this study is to identify the effects of science activities linked with the context of ecological picture books upon children’s scientific attitude and their scientific problem solving ability. The subjects of this study were 47 children aged 5; 26 children for the experimental group and 21 children for the control group. The experiment treatment was conducted for 8 weeks. During the period, the experimental group experienced science activities that were derived from the context of ecological picture books linked with story sharing activities as to the content of ecological picture books, and the control group experienced the same science activities without being linked with ecological picture books as the experimental group had. On the subjects of these two groups, from the results of verifying the difference of children’s scientific attitude and scientific problem solving ability between the groups, science activities linked with the context of ecological picture books was found to be more helpful for improving children’s scientific attitude and scientific problem solving ability as compared with those activities without being linked with the context of ecological picture books.

In this investigation of the effectiveness of the Project Approach Method the 32 4-to 5-year-old subjects (16 each in the experimental and comparative groups) were pre-tested before the Project Approach Method was applied (23 times over 7 weeks) in the experimental group while the comparative group had science activities using standard unit methods of instruction. Then, all the children had a posr-test. Data were analyzed by t-test and ANCOVA. Results showed differences between the experimental group and the comparative group in their scientific problem solving ability. Specifically, effects were found on 14 sub-factors, but no difference were found on 3 sub-factors.

본 연구는 과학활동에 대한 프로젝트 접근이 유아의 과학적 문제해결력에 어떠한 효과가 있는지를 알아보기 위해 J도에 소재한 병설유치원 유아 20명을 대상으로 연구하였다. 실험집단은 과학적 주제로 자전거에 대한 프로젝트 활동을 실시하였고, 비교집단은 단원중심 과학활동을 실시하였다. 연구 결과 프로젝트 활동을 한 실험집단이 단원중심 과학활동을 한 비교집단보다 문제해결력에서 유아들의 점수가 더 높은 것으로 나타났다. 따라서 과학활동에 대한 프로젝트 접근이 유아들의 과학적 문제해결력을 신장시키는데 효과적이라고 결론지을 수 있다.

The purpose of this research is to recognize what effects of using project approach on children's scientific problem-solving ability. The 20 subjects for this study were selected from kindergarten students in elementary school. The 10 students were placed in the experimental group and the 10 students were positioned in the control group. The study process was as follows: training the subjects, testing the project preparatorily, pre-testing, experimenting, post-testing and processing data. The experiment was conducted with the project on bicycles on the experimental group doing the project practice and on the control group doing a unit-oriented science practice 14 times for 7 weeks. In order to recognize whether the ability to scientifically solve problems was improved, I took the pretest and post-test using t-test. While both the groups proved to be the same group through the pretest, through the post-test the experimental group doing the project practice was proved to get higher scores than the control group doing a unit-oriented science practice. According to the findings, I got the following conclusion: the project approach method which enables children to find problems for themselves, to operate them, to think about them is suitable for improving the ability to solve problems scientifically. And I came to get the thought that researches to find new teaching-learning methods to improve the ability to solve problems scientifically should be performed continually.

이 연구의 목적은 Gen AI을 활용한 초등과학 수업에서 초등학생들의 질문 유형과 과학적 문제해결력의 관련성을 탐색하는 것이다. 이를 위해, 충청권 소재 두 곳의 초등학교에서 6학년 재학생 24명을 대상으로 이 연구를 진행하였다. 6학년 2학기 연소와 소화 단원 정규교과 수업(3차시)과 Gen AI을 활용한 소금의 종류 판별하기(3차시)를 주제로 탐구 수업을 각각 진행하였다. 뤼튼을 활용한 초등과학 수업 자료, 학생 활동지 등의 서면 자료, 학생들이 뤼튼과의 대화 로그 텍스트 자료, 수업 진행한 교사의 필드 노트, 실험 영상 등의 자료를 수집하였다. 자료 분석은 질문 유형 분석틀과 문제해결 평가 루브릭을 활용하였다. 각각의 수업 주제에서 과학적 문제해결력이 우수한 사례와 그렇지 않은 사례를 대표 사례로 선정한 뒤, 질문 유형과 문제해결력과의 관련성을 탐색하였다. 그 결과, 학생들은 질문 유형의 다양화를 보인 학생일수록 문제해결을 위한 다면적 접근을 취하였으며, 동시에 과학적 문제해결 평가 루브릭의 높은 성취 경향을 보였다. 이와 반대로 학생들의 질문 유형이 단편적일수록 문제해결 성과가 높지 않은 양상을 보였다. 이 연구는 초등과학교육에서 Gen AI와의 상호작용이 과학적 문제해결 과정에 긍정적으로 도움을 줄 수 있음을 시사하며, 나아가 Gen AI가 테크놀로지 기반 초등과학 교육에 긍정적인 잠정성을 기대한다.

The purpose of this study is to explore the relationship between question types and scientific problem-solving skills among elementary school students in science classes utilizing generative artificial intelligence (Gen AI). To achieve this, the study was conducted with 24 sixth-grade students from two elementary schools in the Chungcheong province region. The study involved two instructional sequences: a three-session regular curriculum lesson on ’Combustion and Extinguishing’ from the second semester of the sixth grade and a three-session lesson on ’Identifying Different Types of Salt Using Gen AI’. Data were collected from various sources, including elementary science lesson materials using Wrtn, students’ worksheets, dialogue log texts between students and Wrtn, the field notes of the teacher conducting the lessons, and experimental videos. The data analysis was conducted using a question-type analysis framework and a problem-solving evaluation rubric. Cases were selected from each lesson topic, distinguishing between students who demonstrated high levels of scientific problem-solving skills and those who did not, to examine the relationship between question types and problem-solving abilities. The findings indicate that students who exhibited a greater diversity of question types tended to adopt a more multifaceted approach to problem-solving and demonstrated higher achievement levels in the scientific problem-solving evaluation rubric. Conversely, students with a more limited range of question types showed lower problem-solving performance. This study suggests that interactions with Gen AI can positively contribute to the scientific problem-solving process in elementary science education. Furthermore, it highlights the potential of Gen AI in supporting technology-based elementary science education.

본 연구는 융합인재교육(STEAM)기반 유아과학 프로그램이 유아의 창의성 및 과학적 문제해결력에 미치는 영향을 검증하는 데 목적이 있다. 이를 위해 유아과학교육과 융합인재교육에 대한 문헌과 선행연구 분석을 토대로 융합인재교육을 기반한 유아과학교육 프로그램을 개발하였다. 프로그램 효과 검증을 위해 서울광역시에 소재한 어린이집 만 4세 유아 28명(실험집단 14명, 비교집단 14명)을 대상으로 연구하였다. 실험집단은 융합인재교육(STEAM) 기반 유아과학 프로그램을 실시하였고, 비교집단은 누리과정에 기초한 과학활동을 실시하였다. 연구도구는 창의성 측정도구 TTCT(도형)를 실시하였고, 교사에게 교사용 유아 과학적 문제해결력 검사도구를 실시하였다. 자료 분석은 본 프로그램의 효과를 알아보기 위해 공분산분석을 실시하였다. 연구결과 본 과학 프로그램이 전체 창의성과 창의성 하위요인 정교성을 제외한 유창성, 독창성, 추상성 및 개방성에 긍정적인 영향을 미쳤으며, 전체 창의성과 과학적 문제해결력에 긍정적인 영향을 미치는 것으로 나타났다.

The purpose of this study is to develop STEAM-based science education program for children and verify its effectiveness. STEAM-based science education program for children was developed through careful analysis of literatures and prior research of science education for children and STEAM. In order to verify the effectiveness of STEAM program, 28 (experimental group of 14, control group of 14) of 4-year old children from Daycare Centers located in Seoul were selected. STEAM program was applied to the experimental group, while the control group went through general education course provided by the government. Tolerance Test of Creative Thinking (TTCT) was used as a research tool and scientific problem solving ability test tool for teachers was applied to teachers of the experimental group. Afterwards, analysis of covariance was implemented to find the program’s effects. Results showed positive effects on overall creativity and scientific problem solving ability as well as in fluency, originality, abstractness, and persistence, but not in accuracy, which is considered to be an unimportant factor in determining one’s creativity.

This study focused on the development and application of learning cycle model for promoting children's creativity and problem solving ability. The learning cycle approach consists of four phases : awareness, exploration, investigation, and concept application. The program consists of 20 scientific activities. A total of 70 children participated the 10 week program to examine the effectiveness of this model. The experimental design included a pretest, treatment, and posttest. Results showed that the experimental group children scored significantly higher on the creativity and problem solving tests in the posttest than the control group children.

본 연구는 전래동화를 활용한 과학연극이 유아의 인지적 자기조절력과 과학적 문제해결력에 미치는 효과를 살펴봄으로써 통합적인 과학교육 방법에 대한 정보를 제시하고자 하였다. 이를 위하여 G시 S유치원 만 5세 유아 44명(실험 22명, 비교 22명)을 연구대상으로 선정하였으며, 2017년 10월 30일부터 12월 15일까지 총 7주간 1-2회 씩 총 12회 동안 과학적 개념이 포함된 전래동화를 읽고 실험집단은 과학적 개념탐구를 통한 과학연극을 처치하였으며, 비교집단은 과학적 개념탐구 표상활동을 실시하였다. 연구결과, 전래동화를 활용한 과학연극은 유아의 인지적 자기조절력과 과학적 문제해결력 긍정적인 영향을 미치는 것으로 나타났다. 이는 전래동화를 활용한 과학연극이 유아의 과학적 문제해결력과 인지적 자기조절력 증진을 위한 효과적인 방법이 될 수 있음을 시사한다.

The purpose of this study is to examine the effect of science drama with traditional tales on young children’s cognitive self-regulation and scientific problem-solving ability. The subject of this study were 44 five-year-old children(the experiment 22, the comparison group 22) of S kindergarten in G city. The experimental group was treated by the early childhood science drama with traditional tales while the comparison group was treated by inquiry science activities with traditional tales. The data were analyzed by covariance analysis(ANCOVA) using the statistical program, SPSS 20. As a result, it was found that the experimental group experiencing science drama with traditional tales had significantly high scores of cognitive self-regulation and scientific problem-solving ability. This result suggested that it was worth using science drama with traditional tales in actual scenes of early childhood education as an effective teaching-learning method for science.

본 연구는 MeFOT 창의적 사고 중심의 과학활동이 유아의 주의집중과 과학적 문제해결력에 미치는 효과를 알아보는 데 목적을 두고 있다. 이러한 연구목적을 달성하기 위하여 만 5세 유아 62명(남아 31명, 여아 31명)을 대상으로 MeFOT 창의적 사고중심의 과학활동을 하는 실험집단과 통제집단에 각각 31명씩 배정하여 매주 2회씩 총 8주 동안 15회 실험을 하였다. 연구결과 두 집단 간의 차이에서 MeFOT 창의적 사고 중심 과학활동의 실험집단이 교사 시범 중심의 통제집단보다 주의집중 전체 및 하위요인인 선택적 주의집중, 지속적 주의집중 등에서 유의미한 향상을 보였고, 과학적 문제해결력 전체 및 하위요인 중 문제발견 및 진술과 문제해결에 대한 결론짓기에서도 유의미한 향상을 보였다. 그러므로 MeFOT 창의적 사고 중심의 과학활동이 유아의 주의집중과 과학적 문제해결력에 효과적이라 할 수 있다. 본 연구의 주요 결론은 유아 주도적인 창의적 사고 중심의 활동을 동반한 과학활동이 교사 주도적인 교사 시범 중심의 일반적 과학활동 보다 주의집중과 과학적 문제해결력 발달 증진에 더 효과적이라는 것을 알 수 있다.

This study is focused on check to effect on young children’s attention and scientific problem-solving ability of science activity focused on MeFOT creative thinking. Total 62 children(under 5 years old) is selected(male 31, female 31) for this study. Each 31 is alloted in experimental group and control group, and worked total 15times experiments in 8weeks(2times in a week). In the result, science activity focused on MeFOT creative thinking are checked to improve meaningfully on selective attention and continuous attention besides all factor of attention than teacher's demonstration centered instruction method common science activity between two groups. It also showed meaningful improvement on the doing to a conclusion about discovery of problem, statement of problem and scientific problem-solving besides all factor of scientific problem-solving ability. therefore, It can be said The science activity focused on MeFOT creative thinking is more effective on young children’s attention and scientific problem-solving ability. The conclusion of this study is that the science activity focused on young children’s directed activities and creative thinking activities can be more effective than teacher’s directed activities and teacher’s demonstration centered instruction method common science activity for improvement of attention and scientific problem-solving ability.

본 연구에서는 중학생들의 과학 창의적 문제 해결능력을 측정하기 위해 타당도와 신뢰도가 높은 검사도구를 개발하였다. 먼저 과학 창의적 문제 해결 능력에 대한 조작적 정의를 바탕으로 3차원 평가 틀(과학내용, 과학 탐구 기능, 사고력)을 개발하였으며, 이 평가 틀에 맞추어 평가 문항을 개발하였다. 현장 과학 교사들의 검토를 거쳐 예비 검사에 투입할 3과제로 구성된 4개 문항을 확정하였고, 예비 검사 결과를 바탕으로 각 문항의 구체적인 채점 기준과 배점을 결정하였다. 완성된 최종 검사 도구는 내용 및 평가 기준에 대한 과학 교육 전문가와 현장 교사들의 타당도 검증을 거친 후 중학교 1, 2, 3학년 320명에게 투입되었으며, 채점 결과를 바탕으로 채점자간 신뢰도를 검증받았다. 채점 결과 문항 난이도와 변별도 역시 적절한 것으로 나타났다. 앞으로 본 연구에서 개발한 평가 틀과 평가 기준을 활용하여 다양한 학교 급에 적용할 수 있는 다양한 수준의 과학 창의적 문제 해결 능력 평가도구의 개발이 지속적으로 이루어져야 할 것이다.

The purpose of this study was to develop a valid and reliable assessment tool for measuring scientific creative problem solving ability for middle school students. To achieve this aim, an assessment framework, four assessment items, and detailed rubrics for scientific creative problem solving were developed. The assessment framework had three dimensions (i.e. science contents, inquiry process, and thinking skills) and sub-elements for each dimension. The assessment items were tested with 320 middle school students in order to determine reliability, difficulty, and item discrimination. Science teachers and experts in science education checked the validity of the items and the rubrics. The results proved that the assessment tool was reliable enough to evaluate students' scientific creative problem solving skills.

This study aims to develop a STEAM program to create plant fractals using 3D printer under the theme of plant fractals with repeated figures and to explore its effects. To do this, we developed a STEAM program for the 10th classes and applied it to the 6th grade elementary school students. We found the improved effects in tests of scientific process skills, creative problem-solving ability, and scientific interest. That is, the results showed significant differences in the areas of inference and expectation, which are the areas of scientific process skills, and also showed significant effects in all areas of creative problem- solving ability and scientific interests. In this program, although the nonsubject contents were mainly treated, but background knowledge in order to understand the contents of the study theme by convergent activities of subjects of science, mathematics and arts led to significant effects. Therefore, topic-focused new STEAM programs using 3D printer like this study should be continuously developed and distributed.

본 연구에서는 초등과학영재를 위하여 영화를 매개체로 하는 융합인재교육 프로그램을 개발하고 이를 교육현장에 적용하여 초등과학영재들의 창의적 문제해결력과 창의적 인성, 그리고 과학적 태도에 미치는 영향을 알아보고자 하였으며 그 연구 결과는 다음과 같았다. 첫째, 영화를 활용한 융합인재교육 프로그램은 초등과학영재의 창의적 인성 향상에 효과적이었으며, 특히 인내/집착, 자기확신, 유머감, 호기심, 상상, 개방성, 모험심, 독립심 영역에 있어서 그 차이가 유의미한 것으로 나타났다. 둘째, 영화를 활용한 융합인재교육 프로그램은 초등과학영재의 창의적 문제해결력 향상에 효과적이었으며, 특히 실험계획세우기, 창의적 문제해결력 영역에 있어서 그 차이가 유의미한 것으로 나타났다. 셋째, 영화를 활용한 융합인재교육 프로그램은 초등과학영재의 과학적 태도 향상에 효과적이었으며, 특히 호기심, 개방성, 비판성, 협동성, 자진성, 끈기성, 창의성 영역에 있어서 그 차이가 유의미한 것으로 나타났다. 이상의 연구결과로 볼 때, 영화를 활용한 융합인재교육 프로그램은 초등학교 과학영재학생들의 창의적 인성, 창의적 문제해결력, 과학적 태도 향상에 효과적이라고 볼 수 있다.

This research aimed at developing STEAM Program with the medium of films for scientific talents in elementary schools and examining its influence on the problem solving ability, creative personality, and scientific attitude. The results were as follows: First, the STEAM program using movies was proved to be effective in forming creative personality, and a significant difference was found especially in the areas of patience/obsession, self conviction, sense of humor, curiosity, imagination, openness, adventurous spirit, and spirit of independence(p<.05). Second, the STEAM program using movies was found to be a successful way to improve their problem solving ability, and in particular, the difference was significant in the areas of planning an experiment and creative problem solving ability(p<.05). Third, the program was also found to be effective for the enhancement in their scientific attitude, and the difference, particularly in the areas of curiosity, openness, criticism, cooperation, spontaneity, patience, creativity and scientific attitude, was significant(p<.05). The study results above indicated that the STEAM program using movies was an efficacious way in forming creative personality, and enhancing creative problem solving ability and scientific attitude.

Objective: This research aims to examine the effect of a young children's engineering-focused STEAM program based on the project approach - a program that constructs components aligned with children's interests in their play through an engineering design process - on their scientific inquiry ability, mathematical problem-solving ability, and creativity. Methods: In this research, 42 five-year-old children from a public kindergarten in S district, I city, were randomly divided into experimental and comparative groups, each with 21 children. The engineering-focused STEAM program was conducted from April 18 to June 10, 2022, with the experimental group exploring the 'car' theme and the comparison group focusing on a different theme. The study employed an independent sample t-test and analysis of covariance(ANCOVA), using the pretest as a covariate to control variables. Results: The children-selected 'cars' themed engineering-focused STEAM program was effective in enhancing their scientific inquiry ability, mathematical problem-solving ability and creativity. Conclusion/Implications: The engineering-focused STEAM program, which emerges from young children's interesting daily play, had positive effects on enhancing their scientific inquiry ability, mathematical problem-solving ability, and creativity. This research can serve as fundamental data for developing education programs focused on engineering within the STEAM framework, guided by children's emergent play.