학술논문
환경 친화적인 경제교육이 유아의 환경의식과 경제개념에 미치는 효과
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- 영문명
- The Effect of Environment-Friendly Economics Education on Young Children"s Environmental Awareness and Economic Concepts
- 발행기관
- 한국유아교육·보육복지학회
- 저자명
- 김주영(Ju Young Kim) 오연주(Yeon Joo Oh)
- 간행물 정보
- 『한국유아교육·보육복지연구』韓國幼兒敎育·保育行政硏究 제11권 제3호, 23~47쪽, 전체 25쪽
- 주제분류
- 사회과학 > 교육학
- 파일형태
- 발행일자
- 2007.09.30
5,800원
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국문 초록
본 연구는 만 4, 5세 유아들을 대상으로 환경 친화적인 경제교육이 유아의 환경의식과 경제개념 형성에 미치는 영향에 대해서 알아보았다. 연구 대상으로는 서울시 소재의 어린이집에 재원 중인 만 4, 5세 유아 100명을 선정하였다. 대상은 실험집단과 비교집단으로 나누었다. 만 4, 5세 유아 25명(남 13명, 여12명)으로 구성된 실험집단에게는 5주간 15회의 환경 친화적 경제교육을 실시하였고, 나머지 유아 25명 (남13명, 여12명)으로 구성된 비교집단에게는 일반 교육과정을 실시하였다.
검사 도구를 이용한 분석결과 환경 친화적 경제교육활동은 유아의 경제개념에서는 희소성, 화폐가치, 가격과 교환의 이해를 향상시켰으며, 환경의식에서는 자연 친화적 태도, 환경보전 태도에 모두에 긍정적 효과가 있었다. 경제교육활동의 성별에 따른 효과 차이는 경제개념에서는 없었으나, 환경의식에서는 여아가 남아보다 자연 친화적 태도가 높게 나타났다. 경제교육활동의 연령에 따른 효과 차이는 경제개념에서는 만 5세 유아가 선택개념, 희소성 개념, 화폐가치 개념에서, 환경의식에서는 환경보전태도가 높게나타났다. 따라서 유아교육현장에서 환경교육과 경제교육을 서로 독립적으로 실시하는 것보다 복합적 교육인 환경 친화적인 경제생활을 실시함으로써 유아들에게 환경과 경제의 상호관계를 바르게 인식시키고, 환경적으로 건전하며 친환경적인 심성과 개발을 유도할 수 있을 것이다.
검사 도구를 이용한 분석결과 환경 친화적 경제교육활동은 유아의 경제개념에서는 희소성, 화폐가치, 가격과 교환의 이해를 향상시켰으며, 환경의식에서는 자연 친화적 태도, 환경보전 태도에 모두에 긍정적 효과가 있었다. 경제교육활동의 성별에 따른 효과 차이는 경제개념에서는 없었으나, 환경의식에서는 여아가 남아보다 자연 친화적 태도가 높게 나타났다. 경제교육활동의 연령에 따른 효과 차이는 경제개념에서는 만 5세 유아가 선택개념, 희소성 개념, 화폐가치 개념에서, 환경의식에서는 환경보전태도가 높게나타났다. 따라서 유아교육현장에서 환경교육과 경제교육을 서로 독립적으로 실시하는 것보다 복합적 교육인 환경 친화적인 경제생활을 실시함으로써 유아들에게 환경과 경제의 상호관계를 바르게 인식시키고, 환경적으로 건전하며 친환경적인 심성과 개발을 유도할 수 있을 것이다.
영문 초록
This study aims to identify the effect of environment-friendly economics education on young children"s environmental awareness and economic concepts. The research topics are as follows:
1. Does environment-friendly economics education affect on young children"s basic economic concepts?
2. Does environment-friendly economics education affect on young children"s environment awareness?
This study was conducted amongst 100 children of 4 and 5 years old in H nursery and S nursery, both of which share geographical characteristics. The subjects were divided into two groups - experiment group of 25 children (boy 13, girl 12) and control group of 25 children (boy 13, girl 12). The experiment was conducted 15 times for 5 weeks only for experimental group.
The test tool for basic economic concepts adopted for this study is based upon interview questionnaires by Hyung-Won Han (1988) an Soo-Mi Jung (1990) and revised by Mi-Hyun Kim (1997). To test environment-friendly attitude CATES-PV (The Children"s Attitudes Toward the Environment Scale - Preschool Version) by Musser and Diamond (1990) and modified by Yoon-Jung Hur"s (2001) has been used. To verify the research topics, t-test was conducted and covariance analysis was partially given as well.
The findings are as follows:
First, the result of identifying the effect of environment-friendly economics education activity on young children"s basic economic concepts shows that there are significant differences in rarity, currency value, price and exchange, while no significant differences in choice and opportunity cost.
Second, the result of identifying the differences according to young children"s gender in the effect of environment-friendly economics education activity on basic econo mic concepts shows that there are no significant differences.
Third, the result of identifying the effect of environmental economics education activity on young children"s age shows that there are no significant differences according to age in the sub-elements of economic concepts of choice concept, rarity concept, and currency value concept.
Fourth, the result of identifying environment-friendly economic education activity on young children"s environment awareness shows that there are significant differences in nature-friendly attitudes and environment preservation attitudes.
Fifth, the result of identifying environment-friendly economics education on young children"s environment awareness according to gender shows that there is significant difference in nature-friendly attitudes but no significant difference in environment preservation.
Sixth, the result of identifying the differences according to young children"s age in the effect of environment-friendly education on young children"s environment awareness reveals that five-year-olds show bigger significant difference than four-year-olds, but there is no significant difference in environment awareness changes after the education in terms of age. The sub-element of environment preservation shows a significant difference, but that of nature preservation attitude shows no significant difference.
1. Does environment-friendly economics education affect on young children"s basic economic concepts?
2. Does environment-friendly economics education affect on young children"s environment awareness?
This study was conducted amongst 100 children of 4 and 5 years old in H nursery and S nursery, both of which share geographical characteristics. The subjects were divided into two groups - experiment group of 25 children (boy 13, girl 12) and control group of 25 children (boy 13, girl 12). The experiment was conducted 15 times for 5 weeks only for experimental group.
The test tool for basic economic concepts adopted for this study is based upon interview questionnaires by Hyung-Won Han (1988) an Soo-Mi Jung (1990) and revised by Mi-Hyun Kim (1997). To test environment-friendly attitude CATES-PV (The Children"s Attitudes Toward the Environment Scale - Preschool Version) by Musser and Diamond (1990) and modified by Yoon-Jung Hur"s (2001) has been used. To verify the research topics, t-test was conducted and covariance analysis was partially given as well.
The findings are as follows:
First, the result of identifying the effect of environment-friendly economics education activity on young children"s basic economic concepts shows that there are significant differences in rarity, currency value, price and exchange, while no significant differences in choice and opportunity cost.
Second, the result of identifying the differences according to young children"s gender in the effect of environment-friendly economics education activity on basic econo mic concepts shows that there are no significant differences.
Third, the result of identifying the effect of environmental economics education activity on young children"s age shows that there are no significant differences according to age in the sub-elements of economic concepts of choice concept, rarity concept, and currency value concept.
Fourth, the result of identifying environment-friendly economic education activity on young children"s environment awareness shows that there are significant differences in nature-friendly attitudes and environment preservation attitudes.
Fifth, the result of identifying environment-friendly economics education on young children"s environment awareness according to gender shows that there is significant difference in nature-friendly attitudes but no significant difference in environment preservation.
Sixth, the result of identifying the differences according to young children"s age in the effect of environment-friendly education on young children"s environment awareness reveals that five-year-olds show bigger significant difference than four-year-olds, but there is no significant difference in environment awareness changes after the education in terms of age. The sub-element of environment preservation shows a significant difference, but that of nature preservation attitude shows no significant difference.
목차
《요약》
Ⅰ. 서론
Ⅱ. 환경 친화적 경제교육
Ⅲ. 연구방법
Ⅳ. 결과 및 해석
Ⅳ. 결과 및 해석
Ⅳ. 결론 및 제언
참고문헌
ABSTRACT
Ⅰ. 서론
Ⅱ. 환경 친화적 경제교육
Ⅲ. 연구방법
Ⅳ. 결과 및 해석
Ⅳ. 결과 및 해석
Ⅳ. 결론 및 제언
참고문헌
ABSTRACT
키워드
해당간행물 수록 논문
참고문헌
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