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한국과학교육학회지 = Journal of the Korean association for science education, v.37 no.3, 2017년, pp.507 - 521
김희경 (강원대학교) , 곽영순 (한국교육과정평가원) , 강훈식 (서울교육대학교) , 신영준 (경인교육대학교) , 이성희 (서울강서초등학교) , 이수영 (서울교육대학교)
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The purpose of this study is to investigate a meaningful path model among the components of students' positive experiences about science and science learning to understand the interactive relationships among different variables of affective domains. Positive Experiences about Science (PES) means who...
| 핵심어 | 질문 | 논문에서 추출한 답변 |
|---|---|---|
| 과학관련 ‘태도’에 포함되는 것은? | 그동안 과학교육에서 정의적 영역 관련 연구 중 가장 큰 비중을 차지하면서 광범위하게 사용되어온 과학관련 ‘태도’(Fortus, 2014)는 일반적으로 과학에 대한 태도와 과학적 태도 두 가지를 포함하는 개념으로 사용된다(Shin et al., 2017a; 2017b; Song, Pak, & Jang, 1992). | |
| Test of Science Related Attitude를 통해 알 수 있는, 과학관련 태도가 다루는 것은? | 학습자의 과학관련 태도를 검사하기 위해 많이 사용된 검사 도구로는Fraser(1978)가 개발한 Test of Science Related Attitude(TOSRA)가있는데, 이 도구는 ‘과학 수업의 즐거움’, ‘과학에 대한 직업적 관심’,‘과학에 대한 취미적 관심’, ‘과학의 사회적 의미’, ‘과학자의 정상성’,‘과학 탐구에 대한 태도’, ‘과학적 태도의 수용’의 7가지 하위 영역으로 구성된다. 즉, 과학관련 태도는 크게 과학 수업에 대한 태도, 과학에 대한 태도, 과학적 태도에 대해 다루고 있음을 알 수 있다. 한편, 과학관련 태도가 과학 학습 및 진로선택에 주는 영향을 살펴본 연구들에 따르면, 과학에 대한 긍정적 태도는 학생들이 과학관련 진로를 추구하도록 결정하는데 긍정적 요인으로 작용하였으며(Oliver,Pettus, & Hedin, 1990), 학습동기를 높이고, 자기조절학습 전략 등과 같은 중재요인을 매개로 과학 학업성취도에 영향을 미치는 것으로 나타났다(Lee & Chung, 2014; Lee & Kim, 2004). | |
| 과학 긍정경험에 따른 학생들의 정의적 성취를 구성하는 5개 하위 변인은? | 이 연구의 목적은 과학 학습 관련 정의적 특성 간의 상호작용을 종합적으로 이해하기 위하여 '과학 긍정경험' 구성 변인들 간의 유의미한 경로모형을 규명하는 것이다. 여기서 과학 긍정경험이란 과학학습에 관련된 학생들의 정의적 성취에 긍정적인 영향을 미치는 경험의 총체를 의미하며, 과학 긍정경험에 따른 학생들의 정의적 성취를 구성하는 5개 하위 변인은 '과학 학습 정서', '과학관련 자아개념', '과학 학습 동기', '과학관련 태도', 및 '과학관련 진로 포부'이다. 전국 17개 시도에서 4학년, 6학년, 8학년, 10학년에서 각각 1개 학급 학생들을 임의로 표집하여, 총 1841명을 대상으로 '과학 긍정경험 지표검사(TIPES)'를 사용하여 온라인 설문 조사를 실시하였다. |
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