본 연구는 유아사회교육 수업에 협동교수학습법을 적용해 봄으로써 에비유아교사의 학업성취도, 학습태도, 사회교수효능감의 효과를 검증하는 데 목적이 있다. 연구 대상은 대전광역시의 D대학 3년제 유아교육과에서 2012년 유아사회교육을 수강하는 2학년 전체 학생 56명을 대상으로 하였다. 실험집단 28명에게는 이론수업과 모의수업에 협동교수학습법을 적용하였고 통제집단 28명에게는 이론수업에 강의식 수업과 모의수업에 개인적 발표 수업을 실시하였다. 효과를 측정하기 위해 학업성취도검사, 학습태도검사, 사회교수효능감검사를 사전검사와 사후검사로 실시하였으며 수집된 자료들은 SPSS/WIN(18.0)을 이용하여 통계처리 하였다. 연구 결과는 협동교수학습법을 적용한 유아사회교육 수업에서 예비유아교사의 학업성취도, 학습태도, 사회교수효능감이 증진되는 것으로 나타났다.
The present study purposed to verify the effects of pre-service early childhood teacher's academic achievement, learning attitudes, and social teaching efficacy by applying a cooperative teaching-learning for early children social education. For the aim, the study required 56 sophomore students taking the early children social education in early children education of D university in Daejeon to participate. Those students were divided into two groups: an experimental group (28 students) and a control group (28 students). The experimental group applied cooperative teaching-learning to theory-classes and practice-classes. The control group implemented individual presentations in practice-classes and lecture teaching in theory-classes.
To examine the effects, few tests were performed before and after the model application including academic achievement, learning attitudes, and social teaching efficacy. Collected data were analyzed by a statistical program, SPSS/WIN(18.0).
In conclusion, the cooperative teaching-learning for early children social education of pre-service early childhood teacher is found to be highly effective in improving academic achievement, learning attitudes, and social teaching efficacy.
