基于科尔布体验学习理论的幼儿科学教育课对职前幼儿教师科学知识、科学态度和科学教学效能的影响

Educational Research Institute Pub Date : 2024-02-29 DOI:10.34245/jed.43.3.811

Yoonji Choi

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引用次数: 0

摘要

本研究旨在分析职前幼儿教师通过基于柯尔布体验式学习理论的幼儿科学教育课程在科学知识、科学态度和科学教学效能方面的变化。为此，21 名职前幼儿教师参加了基于柯尔布体验学习理论的幼儿科学教育课程，课程为期 15 周。研究结果对科学知识、科学态度、科学教学效能的总因素和分因素产生了积极影响。这些结果表明，基于柯尔布体验学习理论的幼儿科学教育课程是幼儿科学教师教育的有效方法。

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The Effect of Early Childhood Science Education Class Based on Kolb’s Experiential Learning Theory on The Pre-service Early Childhood Teacher’s Science Knowledge, Science Attitude, and Science Teaching Efficacy

The purpose of this study was to analyze changes in the science knowledge, science attitude, and science teaching efficacy of pre-service early childhood teachers through early childhood science education classes based on Kolb’s experiential learning theory. To this end, 21 pre-service early childhood teachers who took early childhood science education courses were provided for 15 weeks based on Kolb’s experiential learning theory. The results of the study had a positive impact on science knowledge, science attitude, science teaching efficacy of total and sub-factor. These results suggest that early childhood science education classes based on Kolb’s experiential learning theory are an effective method of early childhood science teacher education

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Educational Research Institute

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