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유아 대상 프로젝트 접근법 기반 공학적 STEAM 프로그램 개발 및 적용: 발현적 교육과정을 중심으로
유광재,김지현 한국인간발달학회 2023 人間發達硏究 Vol.30 No.1
This research aims to develop and apply an engineering-focused STEAM program based on a project approach to examine changes in young children’s scientific inquiry ability, mathematical problem-solving ability, and creativity. A literature review and a demand survey on the theme of “cars” were conducted in P public kindergarten located in S-district, I city for eight weeks on 21 five-year-old children. The data were analyzed qualitatively, and to examine the changes from the program, the quantitative observation checklist data were analyzed by conducting repeated measures ANOVA. This program combined the project approach model and the early childhood engineering design process model to the teaching-learning stages: the exploration stage of topic selection and grasping prior experience, the design stage of problem solution exploration, the trial stage, the solution stage, and the problem-solving process sharing stage. Based on the analysis of collected data, the exploring, operating, and constructing the car and the opportunity to transform it into a new structure brought positive changes in young children’s scientific inquiry ability, mathematical problem-solving ability, and creativity. These results suggest the engineering-focused STEAM program as one of the models for fostering creative-convergence talents and provides data for developing a curriculum to operate an engineering-focused STEAM program in early childhood care and education.
유아의 입체표상매체 활용 및 공간 구성에 대한 교사의 지원: ‘집’ 프로젝트를 중심으로
유광재(Yu, Kwangjae),김지현(Kim, Jihyun) 한국생활과학회 2020 한국생활과학회지 Vol.29 No.6
Through the lens of the ‘House’ Project, this study focuses on seeking desirable three-dimensional representation materials that can be used for young children’s play, as well as observing the effects and changes brought to a classroom environment by the use of such materials. The 10-week ‘House’ Project research was conducted in M Kindergarten located in S city, G town with nineteen four-year-old children as participants. The data were collected through observation journals, research journals, document collection, video recordings, photographs, and voice recordings; transcribed; and then classified to ultimately perform triangulation. The first research result indicated that, in the ‘House’ Project, the use of three-dimensional representation materials helped children create houses from their imagination, and also helped initiate communication and conversation between children. When confronted with new challenges, children were encouraged to work together to overcome the problems. Secondly, the ‘House’ Project utilized the classroom space as a three-dimensional representation material, and allowed children to actively change the space, thus promoting the expression of voluntary play in this changed space. Ultimately, the researchers observe the importance of three-dimensional representation materials to help children create concrete objects in their play, and we can understand the meaning of the experience of children-led building and transforming space, and the effect it has on children’s play. These projects serve as foundations to support the use of various three-dimensional representation materials to allow young children to have rich three-dimensional space construction experiences.
‘얼음’ 프로젝트가유아의과학적능력, 수학적능력, 창의성에미치는효과
유광재(Kwangjae Yu),김지현(Jihyun Kim) 한국보육지원학회 2021 한국보육지원학회지 Vol.17 No.1
Objective: The purpose of this research was to examine the effects of an ‘Ice’ project, a topic chosen based on children’s interests to discover the improvement of scientific and mathematical abilities, and creativity of four-year-old children. Methods: For this research, 34 four-year-old children from M childcare center were selected. Seventeen children were placed in the experimental group and the remaining 17 children were placed in the comparison group. After the project was completed, to observe the differences between the two groups, the Mann-Whitney U test was conducted. Results: First, the ‘Ice’ project had an effect on improving children’s scientific abilities and its subfactors. Second, the ‘Ice’ project hadsignificant effects on improving children’s algebraic and geometric mathematical skills. Third, excluding the resistance to premature closure among the subfactors of creativity, the ‘Ice’ project contributed to improve children’s creativity and all sub-factors. Conclusion/Implications: The ‘Ice’ project activities, a subject chosen from the interests of children, led active play participation from children and brought positive effects in immersion of play and activity. Such effects proved to affect children’s scientific abilities, mathematical abilities, and creativity, and suggest this research can be used as base line data in follow-up research on various project activities.