상업화된 유아과학교육 프로그램 활용에 대한 질적 연구: 교사의 가르치기와 유아의 배우기를 중심으로

초록

Many teachers recognize of the importance of early childhood science education, but tend to find it difficult to teach science for various reasons. Lately, companies and research centers that supply teaching materials for preschoolers have been providing different sorts of commercialized programs, And there is a growing tendency to use commercialized early childhood science programs in early childhood education institutions to provide more opportunities for preschoolers to be engaged in systematic science activities and gain diverse scientific experiences. However, it is not easy to acquire accurate information on how such science programs are managed, what experiences teachers and preschoolers receive from science education and how they perceive it. The purpose of this study was to investigate the meaning of teaching and learning in the application of the commercialized early childhood science education program. The findings of the study were as follows:1. The Meaning of Teaching in Commercialized Science Programs The instruction of the teachers who taught the selected preschoolers could be defined as explanation and repetition of what is written in the guides of the commercialized science programs. Another characteristic of their instruction was delivery of misconceptions, and making an output was also a feature. 2. The Meaning of Learning in the Commercialized Science Programs The preschoolers associated their learning with their past experiences, and learning could be defined as making a limited experiment in a joyful and interesting manner. Their their output was used as toys. 3. Science education with the Commercialized Science Programs The commercialized programs provided science lessons that could not genuinely be called science instruction, instead knowledge-centered science lessons were offered.

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