소리를 매개로 한 음악·과학 통합활동이 유아의 음악적 개념 및 과학적 과정기술에 미치는 영향

Abstract

Abstract This thesis investigated the effect of music and science integrated activities mediated by sounds on both musical concept and science inquiry process skills of children. The subjects of this study were two classes of age 5 at H Kindergarten in Busan city. This study involved a class of 31 children using the music and science integrated curriculum as the experimental group and another class of 32 children using a traditional music and science curriculum as the control group. The integrated curriculum developed connections between music and science by focusing on the acoustics of sound and involved various integrated activities in ways that scientific contents help teaching music and also music assists teaching science. The integrated activities were used 12 times over a 6-week period. The test to evaluate the effects of the integrated activities measured children's understanding on seven sub-categories of musical concepts, rhythm, melody, speed, sound color, intensity, format, chord, and six sub-categories of science inquiry process skills, observation, classification, prediction, reasoning, and communication. The results were as follows: (1) the experimental group showed significantly higher improvements for all subcategories of musical concepts, compared to the control group; (2) the experimental group showed significantly higher improvements for all subcategories of science inquiry process skills compared to the control group. Based on these results, we concluded that the integrated activities were effective to the development of both the musical concepts and the science inquiry process skills of children.