플로러닝기반 자연체험활동 프로그램개발 및 유아의 주도성과 친사회적 행동에 미치는 효과 = Development of the program for nature experience activity based on flow-learning and effects on infant's proactive personality and prosocial behavior
The purpose of this study is to analyze the effects on infant’s proactive personality and prosocial behavior by developing a flow-learning-based nature experience activity program, and the research has conducted 34 children aged 5 years old in K kindergarten in T city, Gyeongsangnam-do for 5 weeks. We had 10 opportunity in total to research them because we met them twice a week.
The experimental group conducted a flow-learning-based nature experience activity program, while the control group conducted a life-oriented nature experience program. The tools were used to measure the degree of infant’s proactive personality and pro-sociality. To verify the reliability of the research tools used in tis study, pre and post-Cronbach's α was obtained in this study.
Mann-Whitneyu U test of nonparametric verification was conducted to verify the homogeneity of the prescore of the research tool. The analysis of covariance(Ranked ANCOVA) was conducted to verify that the flow-learning-based nature experience activity program had a different effect on the proactive personality and prosocial behavior of infants in the experimental group and the control group. Follows are summary of the results.
First, to develop the flow-learning-based nature experience activity program, finding the design model based on the most common ADDIE model for instructional design is done first, then the analysis, design, development, implementation, evaluation, and evaluation were conducted. In the design phase, the instructional design model was developed based on the instructional design model, to become intimate, commune, and explore with nature, that Cho Hyung-sook(2005) reorganized based on the theory of Cornell(1989) and Jansen(1988), and made and applied the course guidance.
In this study, the flow-learning-based nature experience activity program is designed to experience the four stages: meeting with nature, exploring with nature, playing with nature and sharing the emotion felt in nature. It was developed through a review and modification process so that infants can organize a lot of experience and knowledge about nature while naturally approaching to nature like water-flowing.
In the introductory stage of meeting with nature, we planned the activities to raise infant’s interest in activities such as expressing nature with gestures or playing games related to the theme, listening to fairy tales, so that infants can approach nature without any prejudice or fear, and infants can express their interests and curiosity by opening their senses to meet nature and awaken enthusiasm. In the process of exploring nature, it helps infants to experience the careful exploration process of nature spontaneously, and it is organized to naturally understand the nature's relationship through the processes of exploring nature, which feel the sounds, colors, feelings, smells, and tastes of nature with the five senses, ask and answer, share and collect natural objects, and use various tools. At the stage of playing with nature and with the whole body, it was designed to feel nature by making new ways to play using nature, making one’s body a part of nature and experiencing it with the whole body. At the stage of sharing the emotions felt in nature, we talked about the emotions we felt at each stage, expressed them in various ways, including poems, paintings, sculptures, and shared them through a kind of exhibitions and presentations. Through the process, we made them share various thoughts and feelings with friends of their age, it allowed them to feel a sense of accomplishment, and feel other people's feelings.
Second, the natural experience activity program based on flow-learning has meaningful and significant effects for infant’s initiative in the experimental group. The three sub-factors were also found to have positive effects: emotional ability, communication ability and motivation for achievement.
Third, the flow-learning-based nature experience activity program affects infant’s prosocial behavior in the experimental group. Among the seven sub-factors, it has a positive effect on leadership, giving help, communication, leading consideration, attempting approach, empathy and control ability, but little difference has been shown on sharing.
The flow-learning-based nature experience activity program developed in this study is designed to flow naturally according to the curiosity and interest of infants and to allow infants to feel and experience with five senses. As infants approach nature by being a leader themselves, they can make their own choices according to their concerns and interests, and it leads to a lot of interaction and communication with friends, resulting in improved proactive personality and prosocial behavior through the play process. Therefore, in order to improve infant’s proactive personality and prosocial behavior, it is suggested that applying a flow-learning-based nature experience activity program is a meaningful activity.
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