The effects of storytelling-based Science education for young children : Focusing on A Systematic Review and Meta-analysis

Abstract

This study was conducted to analyze the overall effect size of storytelling-based science education for young children using systematic review and meta-analysis to provide fundamental information and Implications for enhancing early childhood science education. For the study, 109 storytelling-based Science education for young children that were published in South Korea were surveyed through systematic consideration according to PRISMA. In the end, 18 studies were selected and 21 effect sizes were calculated. The overall effect size and the effect size of the dependent variable were analyzed using the SPSS and R programs, and the control variables were analyzed through meta-ANOVA. As a result of the study, the overall effect size of storytelling-based Science education for young children was 1.345, confirming that early childhood science education using stories is a very effective approach. In addition, dependent variables had a statistically significant effect in the following order of scientific process skill, scientific attitude, problem-solving ability, and environmental-related attitude. The moderating variables - young children age, experimental treatment period and number, and average number of storytelling episodes per week - showed no statistically significant effect in the effect size. Through these results, it was confirmed that storytelling-based Science education for young children functions positively in improving children's scientific process skills and scientific attitudes. In addition, various possibilities and implications to revitalize early childhood science education could be derived.