본 연구의 목적은 물체의 움직임 관련 활동이 유아의 과학적 탐구능력 및 과학적 탐구능력의 구성 요소인 예측하기, 관찰하기, 분류하기, 측정하기, 토의하기에 어떠한 영향을 미치는지 알아보고자 하는 것이다. 본 연구의 대상은 서울시 구로구에 위치한 S초등학교병설유치원에 재원중인 만5세 유아 40명으로 실험집단 20명과 통제집단 20명 이었다. 본 연구의 결과 물체의 움직임 관련 활동이 유아의 과학적 탐구능력 및 과학적 탐구능력의 구성요소인 예측하기, 관찰하기, 분류하기, 측정하기, 토이하기에 긍정적 영향을 미치는 것으로 나타났다.

The purpose of this study was to examine the impact of activities related to the motion of objects on the scientific inquiry process skills of preschoolers. The following research questions were posed: 1. What influences do activities related to the motion of objects exercise on the scientific inquiry process skills of preschoolers? 1-1. What influences do activities related to the motion of objects exercise on predicting, one of scientific inquiry process skills? 1-2. What influences do activities related to the motion of objects exercise on observing, one of scientific inquiry process skills? 1-3. What influences do activities related to the motion of objects exercise on classifying, one of scientific inquiry process skills? 1-4. What influences do activities related to the motion of objects exercise on measuring, one of scientific inquiry process skills? 1-5. What influences do activities related to the motion of objects exercise on discussing, one of scientific inquiry process skills? The subjects in this study were 40 preschoolers who were enrolled in two different classes for Western age 5 in S affiliated kindergarten located in Guro-gu, Seoul. An experimental group and a control group were organized with 20 preschoolers respectively(10 boys and 10 girls). The preschoolers were at the average age of 68 months. The instrument used in this study was Seo Yoon-hee(2003)'s inventory that modified Lee Kyung-min(2000)'s adapted version of Martin(1997)'s Scientific Inquiry Process Skills Inventory. In that inventory, five evaluation criteria were presented for each of the five subfactors of scientific inquiry process skills that involved predicting, observing, classifying, measuring and discussing. The experiment was conducted nine times during a nine-week period of time from May 4(Mon.) to July 3(Fri.), 2009, by utilizing activities related to the motion of objects, which were composed of blowing, rolling and throwing. As for data analysis, t-test was carried out after their pretest scores were
subtracted from their posttest scores in order to look for any possible intergroup gaps to address the research questions. The findings of the study were as follows: First, the activities linked to the motion of objects - blowing, rolling and throwing - had a positive impact on the scientific inquiry process skills of the preschoolers. Second, the activities linked to the motion of objects - blowing, rolling and throwing - had a positive impact on predicting, one of the scientific inquiry process skills of the preschoolers Third, the activities linked to the motion of objects - blowing, rolling and throwing - had a positive impact on observing, one of the scientific inquiry process skills of the preschoolers. Fourth, the activities linked to the motion of objects - blowing, rolling and throwing - had a positive impact on classifying, one of the scientific inquiry process skills of the preschoolers. Fifth, the activities linked to the motion of objects - blowing, rolling and throwing - had a positive impact on measuring, one of the scientific inquiry process skills of the preschoolers. Sixth, the activities related to the motion of objects - blowing, rolling and throwing - had a positive impact on discussing, one of the scientific inquiry process skills of the preschoolers.

• 김한나(인왕초등학교 병설 유치원 교사) | Kim, Han Na