학술논문
유아 '사고기술 연결학습 프로그램' 개발 / Development of a ‘Thinking Skill Bridging Learning Program’ for Young Children
Document Type
Dissertation/ Thesis
Author
Source
Subject
Language
Korean
Abstract
본 연구는 만 4-5세 유아들에게 적용할 수 있는 사고기술 연결학습 프로그램을 개발하여 타당화 하는데 목적이 있었다. 이에 따라 문헌고찰 및 선행연구 분석을 통해 사고기술의 연결학습과 사고력을 재정리 하였다. 이를 바탕으로 5개의 구성요인과 11개의 하위요소를 도출하여 연결학습을 지원할 수 있는 프로그램을 설계하였다.설계한 프로그램의 구성요인과 하위요소의 타당성을 확인하기 위해 관련 분야에 속한 12명의 전문가에게 2020년 10월 12일부터 11월 2일까지 총 두 차례에 걸쳐 조사를 진행하였다. 전문가 타당성 조사지는 문항에 대한 타당도를 Likert 5점 척도로 구성하여 평가하도록 하였고 문항에 대한 의견을 자유롭게 기술하도록 하였다. 각 문항에 대한 CVR, CVI값을 바탕으로 구성요인과 하위요소를 확정하고 목적 및 목표, 내용을 설정하였다. 본 프로그램은 총 11회기로 구성되어있으며 그 중 1회기의 예시 안을 구체적으로 계획해 Pilot Test를 진행하였다. 본 연구의 결과는 다음과 같다.첫째, 본 연구는 여러 정보를 조합하고 분류하며 학습을 위한 상위수준의 사고능력을 사고기술이라 정의하였다. 사고기술은 학습문제해결에 중요한 수단으로 학습 환경에서 유아들이 사고기술을 활용할 때 학습 문제 해결에 필요한 사고력이 향상된다. 둘째, 본 연구에서는 범주화, 비교, 관계, 조직화, 전이 5개의 구성요인과 단일차원 분류, 다중차원 분류, 단일기준 비교, 다중기준 비교, 직접관계, 간접관계, 중첩관계, 단일기준 조직화, 이중기준 조직화, 관계의 적용, 결론 추론 11개의 하위요소를 도출하였다.셋째, 본 프로그램의 목적은 유아 수준에 적합한 사고기술을 적용함으로써 자발적인 학습동기를 부여해 능동적인 학습자로 성장시키고자 한다. 이에 따라 5개의 세부 목표를 설정하였다. 프로그램은 1주일에 1회기씩 20분 수업 총 11회기로 진행된다. 각 회기 마다 주의집증 활동을 선행활동으로 설정하고 12가지 중재기준을 교수방법을 활용함으로써 사고력 활동에 긍정적인 영향을 미칠 수 있도록 구성하였다. 넷째, 11회기의 프로그램 중 1회기 프로그램을 만 4, 5세 유아 5명을 대상으로 pilot test를 진행하였다. pilot test 결과를 바탕으로 프로그램의 내용을 확정하였다.본 연구에서 개발된 사고기술 연결학습 프로그램은 유아교육 현장에서 유아들의 사고기술 함양과 일상생활 문제, 창의적 문제해결과 유아교육의 영역별 교육에 적용할 수 있도록 훈련할 수 있다.
The purpose of this study was to develop and validate a thinking skill-linked learning program that can be applied to children aged 4-5. Accordingly, through literature review and analysis of prior research, the connected learning and thinking skills of thinking skills were rearranged. Based on this, 5 constituent factors and 11 sub-elements were derived to design a program that can support linked learning.In order to confirm the validity of the constituent elements and sub-elements of the designed program, 12 experts in related fields were surveyed twice, from October 12 to November 2, 2020. The expert feasibility study paper was evaluated by composing the validity of the item on the Likert 5-point scale and freely describing the opinions on the item. Based on the CVR and CVI values for each question, the constituent factors and sub-elements were determined, and the purpose, goal, and content were set. This program consists of a total of 11 sessions, of which an example plan for the first session was specifically planned and a pilot test was conducted.The results of this study are as follows.First, in this study, a high-level thinking ability for combining and classifying various information and learning was defined as thinking skills. Thinking skills are an important means for solving learning problems, and when children use their thinking skills in a learning environment, the thinking skills necessary for solving learning problems are improved.Second, in this study, the five constituent factors of categorization, comparison, relationship, organization, and transfer, and single-dimensional classification, multi-dimensional classification, single criterion comparison, multi-criteria comparison, direct relationship, indirect relationship, overlapping relationship, single criterion organization, double criterion 11 sub-elements were derived: organization, application of relationships, and conclusion inference.Third, the purpose of this program is to give voluntary learning motivation by applying thinking skills appropriate to the child's level to grow into active learners. Accordingly, five detailed goals were set. The program runs once a week with a total of 11 lessons for 20 minutes. At each session, attention-attention activity was set as a prerequisite activity, and 12 intervention criteria were used by teaching methods to have a positive effect on thinking ability activities.Fourth, a pilot test was conducted for 5 infants aged 4 and 5 in the 1st program among the 11th program. The contents of the program were confirmed based on the pilot test results.The thought skills linked learning program developed in this study can be trained to cultivate thought skills of infants in the field of early childhood education, solve everyday problems, creative problem solving, and apply them to education in each area of early childhood education.
The purpose of this study was to develop and validate a thinking skill-linked learning program that can be applied to children aged 4-5. Accordingly, through literature review and analysis of prior research, the connected learning and thinking skills of thinking skills were rearranged. Based on this, 5 constituent factors and 11 sub-elements were derived to design a program that can support linked learning.In order to confirm the validity of the constituent elements and sub-elements of the designed program, 12 experts in related fields were surveyed twice, from October 12 to November 2, 2020. The expert feasibility study paper was evaluated by composing the validity of the item on the Likert 5-point scale and freely describing the opinions on the item. Based on the CVR and CVI values for each question, the constituent factors and sub-elements were determined, and the purpose, goal, and content were set. This program consists of a total of 11 sessions, of which an example plan for the first session was specifically planned and a pilot test was conducted.The results of this study are as follows.First, in this study, a high-level thinking ability for combining and classifying various information and learning was defined as thinking skills. Thinking skills are an important means for solving learning problems, and when children use their thinking skills in a learning environment, the thinking skills necessary for solving learning problems are improved.Second, in this study, the five constituent factors of categorization, comparison, relationship, organization, and transfer, and single-dimensional classification, multi-dimensional classification, single criterion comparison, multi-criteria comparison, direct relationship, indirect relationship, overlapping relationship, single criterion organization, double criterion 11 sub-elements were derived: organization, application of relationships, and conclusion inference.Third, the purpose of this program is to give voluntary learning motivation by applying thinking skills appropriate to the child's level to grow into active learners. Accordingly, five detailed goals were set. The program runs once a week with a total of 11 lessons for 20 minutes. At each session, attention-attention activity was set as a prerequisite activity, and 12 intervention criteria were used by teaching methods to have a positive effect on thinking ability activities.Fourth, a pilot test was conducted for 5 infants aged 4 and 5 in the 1st program among the 11th program. The contents of the program were confirmed based on the pilot test results.The thought skills linked learning program developed in this study can be trained to cultivate thought skills of infants in the field of early childhood education, solve everyday problems, creative problem solving, and apply them to education in each area of early childhood education.