논픽션 도서 탐구 및 책 만들기 활동이 유아의 어휘력과 과학적 문제해결력에 미치는 영향

Effects of Inquiry and Book Making Activity Using Non-Fiction Books on Young Children's Vocabulary and Scientific Problem Solving Ability

본 연구는 논픽션 도서의 체험적 탐구 및 책 만들기 활동이 유아의 어휘력과 과학적 문제해결력 발달에 어떠한 영향을 미치는지 알아보았다. 만 4세와 만 5세 유아 45명을 논픽션 도서 읽기를 하는 통제집단, 논픽션 도서를 읽고 체험적 탐구활동을 하는 비교집단, 논픽션 도서를 읽고 체험적 탐구 및 책 만들기 활동을 하는 실험집단으로 하였다. 그 결과 유아의 어휘력 전체 점수와 하위영역인 사용어휘는 실험집단, 비교집단, 통제집단 순으로 유의미한 차이가 나타났고 이해어휘는 실험집단이 비교집단과 통제집단보다 유의미하게 향상하였으나 비교집단과 통제집단은 차이가 없었다. 유아의 과학적 문제해결력 전체 점수와 하위영역인 아이디어 제안 및 적용, 결론짓기는 실험집단, 비교집단, 통제집단 순으로 유의미한 차이가 있었고 문제의 발견 및 진술에서는 실험집단이 비교집단과 통제집단보다 유의미한 차이가 있었으나 비교집단과 통제집단은 유의미한 차이가 없는 것으로 나타났다. 이를 토대로 논픽션 도서를 활용한 유아의 어휘 및 문제해결력 향상에 효과적인 교수-학습활동이 논의되었다.

The purpose of this study was to investigate effects of inquiry and book making activity using non-fiction books upon young children's vocabulary and scientific problem solving ability. The participants of this study were 45 children of 4 and 5 years old in three day care centers located in D city. 15 children were assigned to the experimental group that participated in book making and inquiry activities after reading non-fiction books, another 15 were assigned to the comparison group that participated in inquiry activity using non-fiction books and the other 15 were assigned to the control group that read non-fiction books only. The researcher designed a vocabulary test based on Receptive Expressive Vocabulary Test developed by Kim, Lee, Hong, Kim, and Jang (2009) and by Song (2010). The test of Tegano, Moran and Sawyers' Test (1991) was used to measure scientific problem solving ability. MANCOVA and ANCOVA and the Tukey were selected for post-hoc test and were carried out by SPSS 15.0 to find out the differences among the groups. The results of this study were as follows : First, the inquiry and the book making activities using non-fiction books increased vocabulary. The experimental group improved more than the comparison and the control groups in the total vocabulary score. In the expressive vocabulary score the comparison group did better than the control group. In the receptive vocabulary, the experimental group improved significantly more than the comparison and the control groups, but the comparison group and the control group had no significant differences. Second, the inquiry and the book making activities after reading non-fiction books were shown to be effective to the children's scientific problem solving skill. The significant differences came out in the order of the experimental, the comparison, and the control groups in the total score of scientific problem solving skill, the sub-factors of the idea suggestion and application, and the conclusion of the problem solving. In finding and describing a problem, the experimental group improved significantly more than the comparison and the control groups, but there were no significant differences between the comparison and control groups. In conclusion, the inquiry and the book making activity of non-fiction books is an effective teaching method to increase children's vocabulary and scientific problem solving ability.