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초록· 키워드
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The purpose of this study is to research and clarify perceptions of science education for children by mothers whose children are in early childhood.
In the 21st century, science education is emphasized due to the critical importance of the field. Science education can be more fruitful in case that it is implemented on those who are in their early childhood. As part of the promotion of the education in the same development period, thus, this study aims at providing a basic information necessary for designing science education programs for such younger children, which are to be employed by related educational institutions, by determining differences and correlations among mothers' perceived early childhood science education.
In this relation, the study raised questions as follows as an effort to make clear the perceptions.
Questions
1. Is there any difference in the recognition by mothers, whose children are in their early childhood, about science education for children according to a general information in part of individual mothers ?
1-1 Is there any difference in the recognition by mothers, whose children are in their early childhood, about science education for children according to mothers I age?
1-2 Is there any difference in the recognition by mothers, whose children are in their early childhood, about science education for children according to mothers' educational background ?
1-3 Is there any difference in the recognition by mothers, whose children are in their early childhood, about science education for children according to the gender of children?
2. What recognitions do mothers, whose children are in their early childhood, have about science education for children? Are there any differences in the recognitions in accordance with the three question items as below ?
2-1 What recognitions do mothers have about the inquiry activity of science education for children?
2-2 What recognitions do mothers have about the concept of science education for children?
2-3 What recognitions do mothers about scientific attitudes in science education for children?
3. Would mothers' recognition about exploratory activities in science education for children become higher as such recognitions about scientific attitudes in the same education does so?
4. Would mothers' recognition about the concept of science education for children become higher as such recognitions about scientific attitudes in the same education does so?
Results of the study can be summarized as follows.
Most of the mothers whose children are in their early childhood had an essential perception of science education for children. And those mothers showed a higher general perception, more attention and higher conception about the education for younger people. Mothers' perceived early childhood science education was not significantly different according to either the age of the mothers or the gender of the children while significantly different according to educational backgrounds of the subject.
In conclusion, it is clearly supported from a theoretical view that concepts of science education for children should employ mothers' scientific attitudes as the most basic relevant factor, not mothers' scientific exploration activities. And it is also suggested that science education for children should be provided under connections between children education authorities and domestic science education.
In the 21st century, science education is emphasized due to the critical importance of the field. Science education can be more fruitful in case that it is implemented on those who are in their early childhood. As part of the promotion of the education in the same development period, thus, this study aims at providing a basic information necessary for designing science education programs for such younger children, which are to be employed by related educational institutions, by determining differences and correlations among mothers' perceived early childhood science education.
In this relation, the study raised questions as follows as an effort to make clear the perceptions.
Questions
1. Is there any difference in the recognition by mothers, whose children are in their early childhood, about science education for children according to a general information in part of individual mothers ?
1-1 Is there any difference in the recognition by mothers, whose children are in their early childhood, about science education for children according to mothers I age?
1-2 Is there any difference in the recognition by mothers, whose children are in their early childhood, about science education for children according to mothers' educational background ?
1-3 Is there any difference in the recognition by mothers, whose children are in their early childhood, about science education for children according to the gender of children?
2. What recognitions do mothers, whose children are in their early childhood, have about science education for children? Are there any differences in the recognitions in accordance with the three question items as below ?
2-1 What recognitions do mothers have about the inquiry activity of science education for children?
2-2 What recognitions do mothers have about the concept of science education for children?
2-3 What recognitions do mothers about scientific attitudes in science education for children?
3. Would mothers' recognition about exploratory activities in science education for children become higher as such recognitions about scientific attitudes in the same education does so?
4. Would mothers' recognition about the concept of science education for children become higher as such recognitions about scientific attitudes in the same education does so?
Results of the study can be summarized as follows.
Most of the mothers whose children are in their early childhood had an essential perception of science education for children. And those mothers showed a higher general perception, more attention and higher conception about the education for younger people. Mothers' perceived early childhood science education was not significantly different according to either the age of the mothers or the gender of the children while significantly different according to educational backgrounds of the subject.
In conclusion, it is clearly supported from a theoretical view that concepts of science education for children should employ mothers' scientific attitudes as the most basic relevant factor, not mothers' scientific exploration activities. And it is also suggested that science education for children should be provided under connections between children education authorities and domestic science education.
목차
Ⅰ. 서론
Ⅱ. 연구방법
Ⅲ. 연구결과 및 해석
Ⅳ. 논의 및 결론
참고문헌
〈Abstract〉
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UCI(KEPA) : I410-ECN-0101-2009-001-019503002