The Effects of The Science Education Program based on Pedagogical Content Knowledge (PCK) of Kindergarten Teachers on Scientific Knowledge, Scientific Inquiry Skill, and Scientific Inquiry Attitude of Young Children in Korea

Abstract

The purpose of this research was to analyze the effects of the science education program based on pedagogical content knowledge of kindergarten teachers on scientific knowledges, scientific inquiry skills, and scientific inquiry attitudes of young children in Korea. Research aimed to analyze the effect of science education program based on PCK of kindergarten teachers on young children’ them. Research used a quasi-experimental non-equivalent control group design. The participants enrolled in this study were 36 five-year-old from S kindergarten in Busan City, in Korea. The data was analyzed with the analysis of covariance test using the SPSS 18.0 software. The results of the research are as fallows; the participating in this science education program based on PCK of kindergarten teachers showed significantly higher scores in scientific knowledges, scientific inquiry skills and scientific inquiry attitudes than those who participated in science activities from Nu-Ri curriculum in Korea. In conclusion, it was confirmed that this science education program for young children based on PCK of kindergarten teachers improves young children's scientific knowledges, scientific inquiry skills, and scientific inquiry attitudes.