This study is designed to develop the early childhood science education course teaching model program for pre-service early childhood teacher using the learning cycle teaching method based on constructivism theory, and to verify the effect of the program. The effect of the program was designed to verify through change in science teaching knowledge of teacher, change in attitude for science, change in science teaching efficacy. Additionally the internal changes of pre-service early childhood teacher were qualitatively verified through journal writing activities by reflective thinking.
The specific research questions for achieving these objectives are as follows:
First, how is the development for the early childhood science education teaching program of pre-service early childhood teachers?
Second, how is the effect of the early childhood science education teaching program of pre-service early childhood teachers?
1) How is the effect on science teaching knowledge of pre-service early childhood teachers by the developed early childhood science education teaching program?
2) How is the effect on attitude for science of pre-service early childhood teachers by the developed early childhood science education teaching program?
3) How is the effect on science teaching efficacy of pre-service early childhood teachers by the developed early childhood science education teaching program?
Third, how is the effect on awareness on early childhood science by pre-service teachers through early childhood science education teaching program by pre-service early childhood teachers?
The reflective thinking process of pre-service early childhood teachers was qualitatively analyzed by classifying by contents using journal writing activities, at the same time the science teaching knowledge development degree, change in attitude for science and change in science teaching efficacy of pre-service early childhood teachers were quantitatively evaluated using the verified questionnaire by already examining the validity in the studies by many researchers.
The sophomore students of department of Early Childhood Education, the four-year system university in Samcheok-si, Gangwon-do were selected as subjects for study, while the sophomore students of department of Early Childhood Education similar in education process and teaching method, the four-year system university in adjacent city were selected as a comparison group. For the group of subjects with 30 people or so their homogeneity was identified through pre-test. The study group conducted the researcher's developed program for a semester of 15 weeks, while the comparison group the general teaching course program. After the program executed, through post-test the changes in the study group and comparison group and the change inside the study group were studied through verification between specimens using SPSS/WIN 14.0 statistic program.
The researcher's developed program is the lectures for a semester of 15 weeks, which include the teaching program such as theory lectures by textbook, teaching experience of actual field, simulated classroom, journal writing activities by reflective thinking, science activities, classroom practices and workshops.
The study results shown through conducting actual program were examined as follows.
First, the researcher's developed science teaching program for learning cycle utilization by pre-service early child teachers caused to effectively improve the science teaching knowledge by pre-service early child teachers. This means the result shown from the improved awareness and expertise on science education process by pre-service early child teachers' experiencing the progress of program.
Second, the researcher's developed science teaching program for learning cycle utilization by pre-service early child teachers showed the increasing effect of pre- and post-program in change in attitude for science by pre-service early child teachers. Of course in the comparison within the study group there were not significant study results except average increase, which can be said to be the program suitable for the change in interest and attitude for science in the comparison study between the program applied study group and comparison group.
Third, the researcher's developed science teaching program for learning cycle utilization by pre-service early child teachers showed the improved effect in science teaching efficacy by pre-service early child teachers. This means that pre-service early child teachers could improve the teaching efficacy in the process of application of learning cycle of awareness, exploration, research and application, additionally resulting in positive effect on improved science teaching efficacy.
Fourth, the researcher's developed science teaching program for learning cycle utilization by pre-service early child teachers showed the positive effect on change in awareness of reflective thinking and early child science through journal writing by pre-service early child teachers.
This study was designed to utilize the learning cycle teaching method, constructivism learning method in the process of theory lectures using textbooks by pre-service early child teachers, to experience direct teaching of early child at actual field, and to study the effect on pre-service early child teachers by applying the researcher's developed program including small group simulated classroom and reflective journal writing activities. For early child science education lecture model, the program developed by executing actual teaching experience, simulated classroom, workshop attendance, reflective journal writing activities through linkage between college courses and on-site training activities through reflective thinking by mutual discussion between members, and integrated experience of theory and practice was clarified to be effective in improved science teaching knowledge. Additionally through comparison study the program developed for improving science teaching knowledge compared to general program was clarified to be effective in improving not only science teaching knowledge, but also attitude for science and science teaching efficacy. The teaching activities, learning cycle activities, and reflective journal writing activities at the science and education field are effective in science teaching knowledge by pre-service early child teachers. In addition the development of course program for pre-service early child teachers through more varied activities and the endeavor to apply to the field would be required.