여수지역 자연환경을 이용한 가정연계 과학교육프로그램 개발 및 효과

Abstract

The purpose of this study was to develop a home-connected science education program using the natural environment in the Yeosu area and to examine its effect. To attain the objective, an experimental group of 19 young children attending Y kindergarten in Yeosu City and a control group of 20 children in H kindergarten were selected. In addition, the experimental group was treated with a home-connected science education program using the natural environment of the Yeosu area a total of 12 times (once or twice per week). The natural environment of the Yeosu area includes Mipyung Forest Aromatic Bathing Grounds, the Ungcheon Water-Friendly Campground, Mongdol Beach, Mt. Bongwha Forest Aromatic Bathing Grounds, Jongpo Maritime Park, and Jangchuk Village. The home-connected science program was designed based on a literature review and modified and complemented after a discussion conducted by two science education experts and two early childhood education experts. The program using the natural environment of the Yeosu area was given to the children in the experimental group while those of the control group were provided with science activities on the matters of daily life. The program for the experimental group was divided into a basic stage activity and an advanced stage activity. The basic stage activity was aimed to allow the children to explore the basics of the local environment. Therefore, the kindergarten made a brief explanation on the natural environment of the local community and sent a school newsletter to the students’ parents, asking them to visit a place with their children to observe and experience it so that the children could have an interest. The advanced stage activity was composed of activities that facilitated a deeper investigation into the environment based on the experience they had from the basic stage activity. That is, the kindergarten talks with the children about the scientific experiences likely met in the natural environment. The children, in turn, were encouraged to visit the place with their parents again and make observations while exploring with a deepened curiosity. For the parents having such activities, a school newsletter that contains related scientific knowledge and suggests how they should interact with their children was sent to the parents. In addition, the kindergarten and the families gave feedback to each other, modifying and expanding the next activity. Such experimental treatment was conducted 12 times and the results are as follows. First, it was found that the effect of the home-connected science education program using the natural environment of the Yeosu area on the children’s attitudes toward science was much greater in the experimental group than the control group. In particular, the experimental group showed a significantly higher total score of the attitude to science and its sub-variables of ‘curiosity,’ ‘ willingness to volunteer and general positivity,’ ‘frankness,’ ‘objectivity,’ ‘openness,’ ‘criticism,’ ‘reservation of judgment,’ ‘cooperation,’ and ‘persistence’ than the control group. These results seem attributed to the program first making the children have an interest in the natural environment around them which led to scientific experience and then inducing them to get involved in advanced exploration activity on a gradual basis. In particular, it is understood that the parents’ proper interaction with the children contributed to facilitating and expanding the children’s scientific exploration. Second, it was demonstrated that the effect of the home-connected science education program using the natural environment of the Yeosu area on the parents’ attitude toward science education was much greater in the experimental group than in the control group. In particular, the experimental group showed a significantly higher total score of the improved attitude to science education and its sub-variables of the ‘importance of science education,’ ‘parental roles in science education,’ and ‘the method of science education’ than in the control group. It can be interpreted that these results stemmed from the parents’ recovered trust and confidence as a supporter of the children’s education through their participation in the science education program. As parents have a substantial influence over their young children’s learning development, the findings of this study imply that both teachers and parents need to have the awareness that they are partners with each other and should actively join together in various activities for young children, increasing the effect of cooperation and collaboration between families and educational institutions.