[논문]과학중점고등학교 학생들의 이공계 진로동기에 대한 종단분석

신세인; 아리프 라흐마툴라흐; 하민수; 이준기

doi:10.14697/jkase.2016.36.6.0835

과학중점고등학교 학생들의 이공계 진로동기에 대한 종단분석
A Longitudinal Study of Science Core School Students' STEM Career Motivation 원문보기

한국과학교육학회지 = Journal of the Korean association for science education, v.36 no.6, 2016년, pp.835 - 849

신세인 (전북대학교) , 아리프 라흐마툴라흐 (강원대학교) , 하민수 (강원대학교) , 이준기 (전북대학교)

초록
AI-Helper

이 연구의 목적은 과학중점고등학교 학생들의 이공계 진로동기 변화의 양상을 확인하고, 학생들의 이공계 진로동기의 변화양상과 그들의 계열(인문계열, 자연계열, 과학중점계열)간의 관계를 확인하는 것이다. 이를 위해 과학중점고등학교에 다니는 고등학생 256명으로부터 7개의 구인으로 구성된 이공계 진로동기를 5학기 동안 주기적으로 측정하여 종단자료를 얻었으며, 이 자료들을 바탕으로 집단중심추세모형(Group-based trajectory modeling)분석을 수행하였다. 또한 각 구인들의 추세 집단과 계열 사이의 관계를 이해하고자 카이스퀘어 검증을 실시하였다. 분석 결과 우선 이공계 진로 교육 경험과 이공계 진로에 대한 가치 인식 구인은 학생 모두가 유사한 추세 양상을 보이는 것으로 나타났다. 부모의 사회적 지지, 이공계 진로 관련 교과에 대한 자아효능감, 이공계 진로동기 구인의 추세는 '상위집단'과 '하위집단'의 두 추세집단으로 구별됨을 확인하였다. 또한 이공계 진로 자아효능감과 이공계 진로 흥미 구인의 추세는 '다소 감소 집단', '대폭 감소 집단', '증가집단'의 세 추세집단으로 구별되어 나타났다. 각 추세집단의 추세양상을 확인한 결과, 대부분의 이공계 진로동기 구인의 수준이 고등학교 2학년 1학기 말 증가했다가 학년이 올라갈수록 감소하는 양상을 나타내었다. 또한 각 구인들의 추세 집단은 계열과 모두 유의미한 관계가 있음을 확인하였다. 반면 인문계열 학생들의 경우 이공계 진로 동기 변화 양상이 서로 다르게 나타나는 집단으로 구별되는 것으로 나타났다. 이러한 연구 결과를 바탕으로 이 연구에서는 이공계 진로교육 환경이 학생들의 다양한 진로변화 양상을 고려하여 이루어져야 함을 제언하였다.

Abstract ▼ AI-Helper

The purpose of the present study is to analyze the trajectory of science core school students' STEM career motivation and to examine the relationship between the trajectory patterns and students' tracks. Longitudinal STEM career motivation data with seven constructs were collected from 256 students for five semesters and the data were analyzed by using group-based trajectory modelling analysis. In order to examine the relationship between trajectory pattern groups and the tracks, chi-square tests were conducted. Based on our findings, we found that students are likely to have similar trajectory patterns in STEM career education experience and in their perception towards STEM career value. In terms of parents' support, academic self-efficacy and STEM career motivation aspects are divided into two distinctive trajectory groups ('high' and 'low' group), while two other variables, STEM career self-efficacy and STEM career interest, are divided into three trajectory groups ('moderate declining', 'high declining', 'increasing' group). Most of the trajectory groups are shown the pattern that the level of each constructs increase until their second academic year, then after that, the patterns started going down. Moreover, there are significant relationship between track and each trajectory groups. Science track and science-core track students have similar trajectory patterns. In contrast, humanities track students have different trajectory groups in some constructs. Based on these findings, we suggest that STEM career education environment should consider various patterns of students' STEM career development.

주제어

질의응답

핵심어	질문	논문에서 추출한 답변
	진로는 개인에게 어떤 요소인가?	진로와 직업은 현대사회에서 개인의 삶의 형태를 결정하는 가장 큰 요소 중 하나이다. 현대사회를 사는 사람들에게 있어 진로는 물리적 삶을 유지할 수 있게 하는 요소이며, 나아가 개인의 적성과 능력을 펼치며 자아를 형성할 수 있는 장으로서의 역할을 한다. 사회적 측면에서 진로는 개인이 사회의 구성원으로서의 역할을 수행하는 장이 되기도 한다.
	사회적 측면에서 진로란?	현대사회를 사는 사람들에게 있어 진로는 물리적 삶을 유지할 수 있게 하는 요소이며, 나아가 개인의 적성과 능력을 펼치며 자아를 형성할 수 있는 장으로서의 역할을 한다. 사회적 측면에서 진로는 개인이 사회의 구성원으로서의 역할을 수행하는 장이 되기도 한다. 결과적으로 개개인이 자신에게 적합한 진로를 찾고, 진로와 관련된 일들을 긍정적으로 수행하는 것은 개인의 만족스러운 삶의 질은 물론, 건강한 사회를 유지하는데 있어서 중요한 일이다.
	이공계 기피 현상이 생겨난 이유는?	2000년대 초반 제기되었던 이공계 기피현상의 문제의 근간에는 이공계열 진로의 경우 불안정하고 사회적 처우가 좋지 않은 반면, 의약계열 등과 같이 특정 대학 및 전공에 진학해야 안정적이고 고소득 진로로 이어질 것이라는 결정론적인 시각이 있었다(Jang & Seo, 2005; Kim, 2010). 이러한 결정론적 시각을 중심으로 한 진로 지도 및 진로 선택과정에서 학생 개인의 진로발달 양상은 고려되지 않았고, 결과적으로 많은 이공계 진로들이 외면 받았던 것이다.

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