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NTIS 바로가기초등과학교육 = Journal of Korean elementary science education, v.38 no.4, 2019년, pp.496 - 509
This study explores the types of epistemic emotions that elementary-school students experience in science classes and the cognitive appraisal factors that affect these emotions. Thirty-two fourth-grade students of an elementary school in Gyeonggi-do, South Korea, participated in 20 science periods a...
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핵심어 | 질문 | 논문에서 추출한 답변 |
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성취 정서에 초점을 두었을 때 나타난 한계점은? | , 2007), 이를테면 학생들은 인지적 과제를 달성하지 못하여 부정적 정서 중 하나인 좌절감을 느낄 수도 있고, 과제 수행을 달성하게 되면서 긍정적 정서 중 하나인 즐거움을 느낄 수 있다는 것이다. 이러한 성취 정서 연구는 학생들이 과학 수업 중 인지적 과제를 달성해야 하는 맥락에서 경험할 수 있는 여러 성취 정서에 대한 통찰을 제공하였지만, 지식 탐색, 평가, 수정 과정에 초점을 두었을 때 경험하는 정서, 이를테면 인지적 비평형 상황에서 경험하는 힘듦과 같은 정서 이해를 제공하기에는 충분하지 않다는 비판이 제기되고 있는 실정이다(Brun et al., 2008; Pekrun et al. | |
인식적 정서란? | , Han & Kim, 2017; Jaber & Hammer, 2016; Yoo & Oh, 2016). 인식적 정서는 학습자의 지식 탐색 맥락, 이를테면 학습자의 기존 정보와 새로운 정보 사이의 인지적 비평형이 발생하는 맥락에서 경험하게 되는 긍정적, 부정적 정서들을 일컬으며(Arango-Muñoz, 2014; Muis et al., 2018), 인지적 평가(cognitive appraisal) 요인을 기반으로 생성되는(Pekrun, 2006) 인지적인 성향이 강한 정서라고 알려져 있다(Muis et al., 2018). | |
인식적 정서에 바탕이 되는 요인을 7가지로 범주화하면? | 예를 들어, 학생들의 정서 일지에서 그들이 인식적 정서를 느낀 이유(즉, 인지적 평가 요인)를 설명하는 단어가 ‘○○가’, ‘친구’, ‘우리 모둠’, ‘애들’이었다면 인식적 정서 평가 요인을 친구로 범주화하였다. 이 과정을 통해 인식적 정서의 인지적 평가 원인을 교과 지식, 실험 내용, 실험 재료, 자기 자신, 친구, 교사, 복합적 원인 (총 7가지)으로 귀납적으로 범주화하였다. |
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