Exploring Science Education Anxiety Among Early Childhood Teachers Using Q-Methodology

Q 방법론을 사용한 유아교사의 과학교육에 대한 불안 탐색

  • Kim, Ja Eun (Department of Early Childhood Education, Kyung Hee University) ;
  • Kim, Yeon Ha (Department of Child & Family Studies, Kyung Hee University)
  • 김자은 (경희대학교 유아교육과) ;
  • 김연하 (경희대학교 아동가족학과)
  • Received : 2016.02.29
  • Accepted : 2016.06.10
  • Published : 2016.06.30


Objective: This study aimed to explore early childhood educators' anxiety regarding science education via Q-methodology. Methods: As the first step, 268 Q samples were collected from resources such as books and research papers related to science education for young children. Through five stages of excluding and modifying, a set of 33 Q statements was finalized. The P sample consisted of 40 early childhood educators and was based on educational levels, years of teaching experiences and types of centers. The collected data were analyzed using QUANL statistical program. Results: The results of this study indicate that science anxiety among early childhood educators are classified into four types, explaining 45.13% of the total variance. Conclusion: We conclude that early childhood educators' science anxiety stems from "preparing educational environment and materials," "instructional methods focused on process and scientific inquiry skills," "lack of understanding regarding early childhood science education," and "simple science avoidance."


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