초등학생들의 기술에 대한 인식

Abstract

The objective of this study was to identify differences in elementary school children’s perception of technology according to related variables (gender, parent’s occupation, area of residence, and technology‐related practice hours). For the purpose, this study surveyed 800 6th graders from 32 classes of 16 schools selected from 16 cities and provinces throughout the country. For the survey of elementary school children’s perception of technology, the validity of the preliminary scale was tested and a questionnaire was prepared. Data collected from the survey were analyzed with SPSS WIN 22.0. From these results were drawn conclusions as follows. First, elementary school children’s perception of technology is higher in boys than in girls. This means that, compared to girls, boys are more interested in technologies and exposed more to technological environments or activities. Second, elementary school children’s perception of technology is not related to their parent’s technology‐related occupation. Third, according to the area of residence, elementary school children’s perception of technology is higher in children living in large cities and rural villages. Compared to those in small‐medium cities, children in large cities and those at rural villages have higher perception of technology. Fourth, elementary school children’s perception of technology is higher in children having many technology‐related practice hours. Based on the results of this study, the following are suggested for future studies. First, further studies are necessary to find specific variables influencing girls’ perception of technology. Second, the technology class needs to develop various programs for girls in order to enhance their perception of technology. Third, elementary schools in small‐medium cities need to conduct researchonthe curriculums, reflecting technology‐related experiential learning, in order to fill the gap among the areas. Fourth, for sufficient technology‐related practice hours, it is necessary to provide opportunities for practice by securing adequate class hours and expanding practice rooms.